IMPROVING THE ACADEMIC ACHIEVEMENT OF UNDERPERFORMING GIFTED STUDENTS IN ELEMENTARY SCHOOL

Abstract

Teachers are responsible for growing students academically, intellectually and socially in North Carolina. Teachers receive various levels of AIG training during their time spent pursuing their education degrees. Not all teachers are prepared to meet the unique needs of gifted students. Most gifted students at Eastern North Carolina (ENC) School are excelling, but some of them are not reaching their full potential. Research suggests that the underperformance of gifted students may be counteracted when students are ability grouped and provided with differentiated instruction. According to the Statistical Analysis System (SAS) Education Value-Added Assessment System (EVAAS), gifted students at ENC School achieved -2.89 points below the growth they were supposed to achieve overall in the 2021-2022 school year. The 2021-2022 school year was not an outlier year because a portion of gifted students have historically underachieved on benchmark assessments and End of Grade assessments. The goal of my study was to increase overall academic success of gifted students in math and reading at ENC School. This study employed a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive analysis of instructional impacts. Using EVAAS data, focus group responses, teacher surveys and student surveys were collected and analyzed to determine if ability grouping and differentiated instruction positively impacted students’ achievement and goal valuation. This study utilized goal valuation, a key component of the Achievement Orientation Model, which examines the extent to which students perceive academic tasks as meaningful and valuable. The Plan Do Study Act design was also followed. Nineteen Grade 4, 18 Grade 5 and 21 Grade 6 students at ENC School participated in my study. Findings indicate that differentiation and ability grouping had a positive effect on goal valuation and achievement outcomes. As a result of this study, previously underperforming gifted students valued tasks in reading and math. The majority of gifted students also demonstrated better results academically. These findings have important implications for educators and administrators who want to enhance learning for gifted students. Schools may benefit from implementing differentiated instruction and flexible ability grouping.