A COMPARATIVE STUDY OF THE STATUS OF GIFTED EDUCATION IN THE RURAL AND NON-RURAL SCHOOLS OF INDIANA
Abstract
The purpose of this study was to make two comparisons: One between the status of rural and non-rural gifted education in Indiana in 1985; the other between the status of gifted education in 1975 and in 1985. To obtain the necessary information a survey questionnaire was mailed to all Indiana public school principals (N = 1,926). The response rate was 55% (N = 1,061). The first comparison, rural and non-rural in 1985, focused on eight areas of concern: percent of the gifted student population presently involved in programs, school board support, use of services funded by the state, number of grants awarded, preferred method of funding, use of diagnostic techniques for identification, use of program models, and principals' attitudes toward gifted education. The general format of the null hypothesis in each of the eight areas was that no differences exist between rural and non-rural schools. The hypothesis concerning the preferred method of funding was accepted. All others were rejected because significant differences were found using the chi-square procedure to test for the independence of variables. By every indicator, rural students were less likely to have access to gifted education service. The second comparison was that of the status of gifted education in 1985 and in 1975. A replication of questionnaire items from a 1975 study allowed comparison of preferred definition of giftedness, school board support, school budget support, use of diagnostic techniques for identification, use of program models, and principals' attitudes toward gifted education. Results showed that principals preferred to define giftedness according to the Renzulli concept. Results also indicated a decided increase in the percentage of school boards and principals who support gifted programs as well as in the number of schools allocating funds for gifted education. Although choices of program models and diagnostic techniques used in identification revealed similar patterns in 1975 and in 1985, there was a substantial increase in the percentage of use reported by responding principals. Recommendations and suggested areas for further investigation were included in the study.
Degree
Ph.D.
Subject Area
School administration
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