[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597207-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597207-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-performance-of-gifted-high-school-students-in-university-abstract","The Performance of“Gifted”High School Students in University - Abstract","","The study examines whether participation in a high school gifted program benefits students’ later university performance. In Ontario, school boards must provide gifted students with learning opportunities beyond regular classes, and this research follows graduates from regular and gifted programs over four years at York University in Toronto. Results indicate no overall increase in university achievement, though gifted-program graduates report slightly higher thinking, reasoning, and problem-solving skills, and complete credit requirements marginally faster.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-performance-of-gifted-high-school-students-in-university-abstract/597207/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-performance-of-gifted-high-school-students-in-university-abstract/597207.png","ImageObject",300,407,{"name":42,"@type":43},"Rainbow Cat","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about gifted programs?","Question",{"text":63,"@type":64},"It investigates whether participating in a high school gifted program improves graduates’ performance once they reach university.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the main findings regarding university achievement?",{"text":68,"@type":64},"Overall, participating in a high school gifted program does not lead to increased levels of achievement in university.",{"name":70,"@type":61,"acceptedAnswer":71},"Do gifted-program graduates show any differences compared with other students?",{"text":72,"@type":64},"Yes. They report slightly higher self-assessed thinking and reasoning and problem-solving skills, and they are marginally faster in completing credit requirements.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597207,1792190535,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\n## ABSTRACT\n\nIn Ontario,school boards are required to provide opportunities sothat“gifted”students(i.e.,those with exceptional abilities)can obtainlearning experiences that are beyond those offered in regular classes.This study follows graduates of regular and gifted programs over fouryears of studies at York University in Toronto.Overall,it is found thathaving participated in a gifted program in high school does not result inincreased levels of achievement in university;however,graduates ofgifted high school programs have slightly higher self-assessed thinkingand reasoning and problem-solving skills and are marginally faster incredit completion than other students.These findings aside,it is difficultto argue that participation in a high school gifted program confers anadvantage students once they get to university.  \n## RÉSUMÉ\n\nEn Ontario,les conseils scolaires doivent donner 1'occasion auxéleves surdoués(c'est-a-dire,ceux qui ont des capacités exceptionnelles)d’apprendre au delà de ce qui est offert dans les classes régulières.Dansle cadre de cette étude,nous avons suivi de près les diplômés desprogrammes réguliers et spéciaux(prévus pour les élèves surdoués)  \npendant quatre ans àl'Université York de Toronto.Dans I'ensemble,il aété trouvé que la participation dans un programme spécial à I'écolesecondaire ne donne pas nécessairement une augmentation du rendementà l'université;toutefois,les diplômés d'un programme spécial sontlégèrement plus compétents en autoévaluation,raisonnement etrésolution de problemes et un peu plus rapides que les autres étudiantsdans I'obtention de crédits pour terminer leurs études.Mis à part cesrésultats,il est difficile de démontrer que les élèves ayant participé à unprogramme spécial sont mieux préparés pour faire des étudesuniversitaires.  \n## INTRODUCTION\n\nIn their introduction to a series of articles on \"giftedness,\"psycholo-gists Sternberg and Davidson(1986)argue that,\"giftedness is somethingwe invent,it is not something we discover”(p.3).More concretely,whatpasses as giftedness in one society may not necessarily qualify inanother (i.e.,being a skilled plains hunter will not further a career in themetropolis).From a sociological perspective it can be added that what isaccepted as giftedness in one class or group in society may not be sharedby all.This line of thinking is consistent with analyses of multiple intel-ligences and the ways in which particular societies foster their develop-ment(Gardner,1984,1985;Sternberg,1990).  \nUsually,the dominant view of giftedness is one that is articulated andpropagated by those who enjoy a differential amount of power in certaininstitutions.In contemporary Western societies,institutions that con-tribute to both dominant definitions of giftedness and,in some instances,offer alternative conceptualizations include churches,political parties,schools,colleges,universities,government ministries,and special interestgroups such as the Association for Bright Children in Ontario.  \nWhile giftedness is socially constructed,the process of constructionis not always clear.(For an examination of the process in a number ofsocieties,see Heller &Feldhusen,1986).For some,the social construc-tion process is based on the belief that giftedness is an individual prop-erty.As a result,it is necessary to identify those with such properties so  \nthat they can be placed in the appropriate programs.For others,environ-mental circumstances lead to behaviours that may be defined as gifted.For these individuals,it is necessary to provide environments suitable tothe emergence of giftedness.In contrast to each of these positions,otherresearchers prefer one that considers the interactive effect of both per-sonal and environmental factors.  \nIn Ontario,Bill 82,an amendment to the Education Act of 1974(Smyth,1984),defined the gifted as students who display:  \nan unusually advanced degree of gene","cbCaianokdK094q2","https://ap.wps.com/l/cbCaianokdK094q2","pdf",741997,"English","# Abstract\n# Résumé\n# Introduction","[{\"question\":\"What does the study investigate about gifted programs?\",\"answer\":\"It investigates whether participating in a high school gifted program improves graduates’ performance once they reach university.\"},{\"question\":\"What are the main findings regarding university achievement?\",\"answer\":\"Overall, participating in a high school gifted program does not lead to increased levels of achievement in university.\"},{\"question\":\"Do gifted-program graduates show any differences compared with other students?\",\"answer\":\"Yes. They report slightly higher self-assessed thinking and reasoning and problem-solving skills, and they are marginally faster in completing credit requirements.\"}]","The Performance of“Gifted”High School Students in University - Abstract | PDF",1792084604,48]