What Boosts Talent Development? Examining Predictors of Academic Growth in Secondary School among Academically Advanced Youth across 21 Years

Autor/inn/en	Wai, Jonathan; Allen, Jeff
Titel	What Boosts Talent Development? Examining Predictors of Academic Growth in Secondary School among Academically Advanced Youth across 21 Years
Quelle	In: Gifted Child Quarterly, 63 (2019) 4, S.253-272 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wai, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986219869042
Schlagwörter	Talent Development; Predictor Variables; Achievement Gains; Secondary School Students; Academically Gifted; Academic Achievement; College Entrance Examinations; Grade 7; Grade 11; Grade 12; Socioeconomic Status; High Schools; Institutional Characteristics; Grade Point Average; Secondary School Curriculum; Vocational Interests; Extracurricular Activities; Gender Differences; African American Students; Hispanic American Students; Low Income Students; Students with Disabilities; Non English Speaking; ACT Assessment + Suchen Sie Ihr Suchwort? Begabtenförderung; Talentförderung; Prädiktor; Achievement gain; Leistungssteigerung; Sekundarschüler; Schulleistung; Aufnahmeprüfung; School year 07; 7. Schuljahr; Schuljahr 07; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Socio-economic status; Sozioökonomischer Status; High school; Oberschule; Berufsinteresse; Außerunterrichtliche Aktivität; Geschlechterkonflikt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Disability; Disabilities; Behinderung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	We examined 482,418 students who took the ACT in the seventh grade and again in high school, taking an exploratory analytic approach to examine academic growth trends from 1996 to 2017. Predictors included sociodemographics, interests, high school (HS) characteristics, HS coursework and GPA, and extracurriculars, which explained 25% of the variance in academic growth. Overall, growth improved from 2005 to 2017, but growth for low-income and Hispanic students was stagnant. Catholic and private school students had the highest growth; homeschooled and high-poverty public school students had the lowest. High growth was associated with STEM (science, technology, engineering, mathematics) elective HS courses and advanced AP, accelerated, and honors courses. Students with investigative and conventional interests had higher growth. Some extracurriculars had significant relationships with academic growth, though the effects were small. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01