Student Achievement, Gifted and Talented Status, and Postsecondary Readiness

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Abstract

The purpose of this study was to examine the dynamics among student achievement, gifted and talented (GT) status, and post-secondary readiness. Archived data were collected for a purposeful sample of 307 11-12th grade students from a large urban school district located in Southeast Texas. Findings indicated positive relationships between a student’s GPA, reading and mathematics PSAT scores, and English II and Algebra I EOC scores, and their post-secondary readiness (AP English/Calculus scores). GT students had higher scores on the AP English exam than students identified as non-GT, but not on the AP mathematics exam. Teachers expressed mixed perceptions on the use of student achievement and GT status to predict post-secondary readiness.

Authors

• Michelle L. Peters, University of Houston - Clear Lake

• Antonio Corrales, University of Houston - Clear Lake