Evaluating the effects of full-time vs part-time educational programs for the gifted: affective outcomes and policy considerations

This study evaluates the effects of student participation in two different educational programs/settings for the gifted, i.e., full time homogeneous c lasses vs mixed ability classes (with a part-time extension program), on a variety of affective outcome. Data on academic self-concept, test anxiety, achievement motivation, perceptions of giftedness, school attitudes, and sa tisfaction with school were gathered on a sample of 1020 Israeli gifted ele mentary school children in grades 4-6. Analyses of the data pointed to a le ss positive personal-social profile in students partaking in special full-t ime homogeneous classes, compared to their mainstreamed counterparts, as ev idenced by lower evaluative anxiety, higher academic self-concept, and mon positive labeling in the former setting. However, compared to their mainstr eamed counterparts in mixed ability classes, students in special homogeneou s classes for the gifted held more favorable attitudes towards Various face ts of the school/classroom environment (school atmosphere, level of instruc tion, teacher-student relations, teacher characteristics) and were also mor e satisfied with school in general when compared to their gifted counterpar ts partaking in mixed ability classes. The tradeoff between a more positive perception of the school environment and less effective personal-social ad justment for students in special gifted classes should be given due conside ration by program planners and evaluators in any cost-benefit analysis of e ducational programs for gifted students. (C) 1999 Elsevier Science Ltd. All rights reserved.