Date of Graduation
2003
Document Type
Thesis
Degree Type
MA
Committee Chair
Jim Nolan
Abstract
Little has been written concerning the effects of student testing for participation in gifted programs. Moreover, few studies have sought to apply a sociological perspective to the understanding of student testing. This research examines the academic achievement and selfconcept of high-achieving students in two West Virginia counties who were targeted for testing for the gifted program. Three subgroups are examined; 1) students tested for gifted programs and accepted; 2) students tested for the gifted program who were not accepted; and 3) students who were not tested but meet the criteria for initial screening. This examination consists of comparing classroom academic achievement and self-concept between these three groups. Results indicated that differences in self-concept were insignificant between groups and students who were tested, regardless of acceptance, tended to have significantly higher academic achievement than students not tested.
Recommended Citation
Barney, Mark Andrew, "The effects of the gifted program screening process on the self-concept and academic achievement of students." (2003). Graduate Theses, Dissertations, and Problem Reports (ETD). 10703.
https://researchrepository.wvu.edu/etd/10703