Academically Talented Students' Achievement in a Flexibly Paced Mathematics Program

Abstract

Third- through sixth-grade mathematically talented students (n = 306) enrolled in a flexibly paced mathematics course made achievement gains far beyond the normative gains expected over a one-year period. When compared to students several grade levels higher, these highly able students gained as much as 46 percentile points from pre- to posttesting. Above-grade-level testing revealed that the students possessed a wide range of mathematics knowledge prior to entering the course with some students scoring at exceptionally high levels. With an individualized learning pace, some students as young as fourth grade completed the arithmetic/prealgebra sequence in their first year and returned the second year to successfully complete the beginning algebra sequence. Restricting such students to a rigid instructional pace and a “grade-appropriate” curriculum may place them at risk for declines in motivation and achievement.

The Effects of Grouping Practices and Curricular Adjustments on Achievement

“…Slavin (1987) found a median effect size of .45 for betweenclass grouping, while Rogers (1991) noted average effect sizes of .34. Additionally, Mills, Ablard, and Gustin (1994) found large effect sizes (ES -2.4 SD) for fifth graders enrolled in a betweenclass, flexibly-paced mathematics course with appropriate curricular adjustment.…”

Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender.

“…High achievers differ in advanced reasoning when an above-grade-level test with a high enough ceiling is administered. Students in the top 3% on a grade-level achievement test can range widely, from the 1st through the 99th percentile, on an above-grade-level standardized test of verbal and mathematical reasoning (e.g., Mills, Ablard, & Gustin, 1994). For example, the Scholastic Aptitude Test (SAT) is often used to distinguish among high-achieving middle-school students for selection into challenging summer courses (Mills, 1992;Stanley, 1977).…”

The Talent Search Model

“…The Carnegie Mellon Institute for Talented Elementary and Secondary Students (C-MITES; Carnegie Mellon University), TIP, CTD, and the Belin and Blank International Center for Gifted Education and Talent Development (University of Iowa) offer gifted third through sixth graders the EXPLORE test, a test developed by ACT in 2001 for eighth graders (see Lupkowski-Shoplik et al, 2003). Talent search methods have been shown to be effective at identifying academic talent in elementary students (e.g., Colangelo et al, 1994;Lupkowski-Shoplik & Assouline, 1993;Lupkowski-Shoplik & Swiatek, 1999) and providing them with challenging educational experiences (e.g., Mills, Ablard, & Gustin, 1994).…”

“…Subsequent accelerative math classes have further demonstrated that both elementary students (Mills et al, 1994;Moore & Wood, 1988) and adolescents (e.g., Bartkovich & Mezynski, 1981;Mills et al, 1992;Stocking & Goldstein, 1992) who score well on abovelevel mathematics tests are able to learn advanced math quickly and well. Some of the academic benefits of these programs, especially those relating to the continuation of math acceleration after program participation, appear to be particularly strong for girls (Olszewski-Kubilius, 1998a).…”