A study of educational programs in Texas for gifted children

Abstract

The purpose of this study was to investigate the status of educational programs in Texas for gifted children for grades kindergarten through twelve in public and accredited private institutions. It included an examination of gifted and talented programs in terms of school size, school type, and years established as related to program structure, curriculum focus, and the use of curriculum guides. Analyses concerning teachers of the gifted, the gifted student population, admission criteria into gifted programs, history of programs, and funding were also included. Data for the study were obtained by means of a questionnaire sent to a total of 459 school districts including 344 public school districts and 115 accredited private institutions during the Spring Semester of 1977. Responses were categorized into three main groups: private schools, small public, and large public schools. From the total designated population, ten schools were identified by experts in the field of gifted education as being exemplary models for in-depth interviews to provide supportive information. It was concluded on the basis of results that: (1) school size is an effective predictor of programs for the gifted in terms of program structure, curriculum focus, and the use of curriculum guides; (2) years established predicts only an academic curriculum focus effectively; and (3) school type is not an effective predictor of gifted programs. Supplemental findings from the exemplary schools offered the following results: (1) Schools with programs established for two or more years are most likely to have an academic curriculum focus and an enrichment activities program structure; (2) curriculum guides are more likely to be found in public schools, especially in large school districts, than in private schools; and (3) separate schools for the gifted are more likely to be found in the large public school districts..