The Performance of "Gifted" High School Students in University
Abstract
In Ontario, school boards are required to provide opportunities so that "gifted" students (i.e., those with exceptional abilities) can obtain learning experiences that are beyond those offered in regular classes. This study follows graduates of regular and gifted programs over four years of studies at York University in Toronto. Overall, it is found that having participated in a gifted program in high school does not result in increased levels of achievement in university; however, graduates of gifted high school programs have slightly higher self-assessed thinking and reasoning and problem-solving skills and are marginally faster in credit completion than other students. These findings aside, it is difficult to argue that participation in a high school gifted program confers an advantage students once they get to university.
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Published
2001-04-30
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