Maxfield, Lori R.; Ratley, Michael E. Case Studies of Talented
DOCUMENT RESUME ED 414 687 EC 306 032 AUTHOR Reis, Sally M.; Hebert, Thomas P.; Diaz, Eva I.; Maxfield, Lori R.; Ratley, Michael E. TITLE Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School. Research Monograph 95120. INSTITUTION National Research Center on the Gifted and Talented, Storrs, CT. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1995-09-00 NOTE 284p. CONTRACT R206R00001 PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *Academic Achievement; Asian Americans; Black Students; Case Studies; Cultural Differences; Disadvantaged Youth; Family Environment; *Gifted; *High Achievement; High School Students; High Schools; Hispanic Americans; Homogeneous Grouping; Parent Participation; Poverty; Puerto Ricans; *Resilience (Personality); Self Esteem; Sex Differences; Social Support Groups; Student Characteristics; *Underachievement; *Urban Education; White Students ABSTRACT This 3-year study compared characteristics of high ability students who were identified as high achievers with students of similar ability who underachieved in school. The 35 students attended a large urban high school comprised of 60 percent Puerto Rican students, 20 percent African American, and the remainder White, Asian, and other. Qualitative methods were used to examine the perceptions of students, teachers, staff, and administrators concerning academic achievement. The study found that achievement and underachievement are not disparate concepts, since many students who underachieved had previously achieved at high levels and some generally high achieving students experienced periods of underachievement. A network of high achieving friends was characteristic of achieving students. No relationships were found between poverty and underachievement, between parental divorce and underachievement, or between family size and underachievement.
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