Acceleration and Enrichment in the Junior High School; A Follow-up Study. [Report No.: RR-03-05

Autor/inn/en	Arends, Richard; Ford, Paul M.
Institution	Washington Office of the State Superintendent of Public Instruction, Olympia.
Titel	Acceleration and Enrichment in the Junior High School; A Follow-up Study. [Report No.: RR-03-05
Quelle	(1964), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Acceleration; Enrichment; Exceptional Child Research; Gifted; Junior High School Students; Mathematics; Program Evaluation; Reading; Sciences; Student Attitudes; Student Evaluation; Teacher Attitudes; Testing + Suchen Sie Ihr Suchwort? Schulleistung; Beschleunigung; Bereicherung; Begabter, Hoch Begabter; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathematik; Programme evaluation; Programmevaluation; Leseprozess; Lesen; Science; Wissenschaft; Schülerverhalten; Schulnote; Studentische Bewertung; Lehrerverhalten; Testdurchführung; Testen
Abstract	To test the effectiveness of a program of acceleration and enrichment, five ninth grade classes of students (25 in each class, IQ's 120 or above) who had been in this program for 2 years were compared to two control (C) classes of academically talented students who had not had the program. All students were given a series of standardized achievement tests and were asked to complete a school attitude questionnaire. Two experimental (E) classes were significantly superior in all comparisons in mathematics, in two of three comparisons in reading, and in one of three comparisons in science (p=.05). In school systems A and B the E-groups were significantly superior in only two of six comparisons with the C-groups. An analysis of the total performance of all the experimental classes revealed that they were significantly superior to the controls in only 10 of 21 cases (p=.05). The performances of average E-groups from the same schools were significantly different from C's in only four of 30 comparisons. Responses from questionnaires did not indicate a significant difference in attitudes between the groups. Conclusions were that the acceleration and enrichment program did not hurt either academically talented or average students, that the special program could be improved, and that the program was more appealing to students and teachers than a more traditional approach. (RP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01