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Citation:

Moon, T. R., & Callahan, C. M. (2001). Curricular modifications, family outreach, and a mentoring program: Impacts on achievement and gifted identification in high-risk primary students. Journal for the Education of the Gifted, 24 (4), 305Ð321. EJ634932.

Annotation:
The purpose of this article is to report the efficacy of specific interventions (mentoring, family outreach, and curricular modifications) on academic achievement of primary students from low socioeconomic environments. The focus of this project is to understand ways schools could successfully identify at-risk students as gifted. The main question is whether high-risk students who participate in interventions referred and selected for gifted programs at a higher rate than high-risk comparison students who did not participate in interventions. Results suggest that the intervention had no statistically significant effect on student achievement in any grade. However, by the end of the project, students typically identified as at-risk were on grade level and students who received the interventions were referred and placed in gifted programs more often than students who did not have the interventions. Subjects included students from 16 schools (the principals agreed to participate as part of their school improvement plan). The students were mostly African American. Talented students were identified as potential participants. Students were randomly assigned to one of three groups: 1) intervention with family outreach and curricular modifications; 2) intervention with family outreach, curricular modifications, and mentoring; 3) a comparison control group. Students were given the Iowa Tests of Basic Skills to assess changes in basic skill achievement.