First-year data from a longitudinal investigation of over 1,100 children receiving different types of gifted services or regular instruction indicated significant differences in achievement levels, self-concepts, and teacher ratings of students selected for different services, with achievement fostered by special school and class options and…

A study gathered quantitative and qualitative data on the cognitive and affective outcomes for gifted students (grades 3-6) in full- and part-time programs from three classrooms in each of two neighboring school districts, one urban and one rural. While the belief emerged in both districts that the full-time program served the needs of gifted…

A study gathered quantitative and qualitative data on the cognitive and affective outcomes for gifted students (grades 3-6) in full- and part-time programs from three classrooms in each of two neighboring school districts, one urban and one rural. Results suggested that outcomes are affected by the goal structures of classrooms and that the…

This study investigated the adjustment of randomly selected Iowa students with behavioral disorders in the classes of 1984 and 1985, 1 and 3 years after exiting high school. Ninety-five (86 percent of those selected) individuals from the class of 1984 were interviewed 1 year out of high school; 50 students from this same class were interviewed 3…

This study investigated the post-school adjustment of mildly handicapped twelfth-grade students 2 years after they graduated or left high school. Two types of handicapped individuals were interviewed: 65 students in self-contained, vocational education programs and 46 students in resource programs. Students in both groups had unemployment rates…