Current+Issue

//The Underachieving Gifted Student // My reflection: The course requirement was to list both sides of the issue. I will define this issue of //underachievement// as an ongoing problem. There is research that will support extensive causes and remedies, but not a defined left/right or black/white viewpoint.
 * What are the issues? **Too many students with high achieving potential are experiencing failure within the educational system for a variety of reasons. Although there are theories in place that "can" address this problem, too many students continue to drop out or fail unnecessarily. I witnessed this last year as we maintained a pulse on the issue with completing an online report for our underachievers. As I made personal contact with students, parents, teachers, counselors and administrators, I heard similar responses from all. “He isn’t gifted, he’s just lazy.” “I gave up on him two years ago. He doesn’t do anything in school or here at home.” “We have spent too much time and resources on that student. It’s in his hands now.” “I did the work, I just can’t find it.” “I forget about the homework.”
 * What does the literature say about the root causes? **According to Sylvia Rimm (2006), there are multiple and complex causes for underachievement. I have selected just a few that she highlights in //When Gifted Students Underachieve:// disorganized, perfectionism, never read for fun, read to escape, unable to complete assignments, innumerable defenses/excuses, overuse of the word “unfair,” lack self-efficacy, have not learned a sense of effort, and often avoid the relationship between effort and outcome. Rimm suggests that the causes are rarely clear. Citing Reis and McCoach, Rimm states that they developed two categories of causes which are environmental and individual factors.

 So, I found Chapter 16 of McCoach’s book about underachievement. It can occur when students are not receiving the necessary services and provided opportunities to develop their talents. Another cause may the result of living in poverty. According to this source, research generally suggests six possible causes: an initiating situation, excessive power, inconsistency and opposition, inappropriate classroom environment, competition, and value conflicts. (Leading Change in Gifted Education)

 //Underachievement Among Gifted and Talented Students: What We Really Know// is an article I found in the __National Research Center on the Gifted and Talented Newsletter__. (Fall, 1992) The purpose of the article was to summarize fifty years of research and publish in journals for the experts to critique. Here is what they found (in brief):
 * Defined as a discrepancy between potential and performance
 * Identification varies as levels of measurement vary
 * Although difficult to achieve, early identification promises the best results
 * Attribution is due to: personality of the child, dysfunction in the family, or failure by the school system
 * Although UAs are seen as nonconforming, socially isolated, and lacking in motivation and self-esteem, few experts distinguish between being different and maladjusted or achievement in socially-approved areas.
 * Little achievement in performance noted following counseling or changes in education and some improvement in self-esteem
 * High levels of interest noted on this topic but research studies utilized small sample sizes with inadequate controls. A multitude of internal and external factors are necessary for effective research with a multivariate design and meta-analyses (whatever that means).
 * Topics for research: screen as early as kindergarten, train parent/teacher to recognize the problem (multiple id criteria), seek input from multiple sources, provide psych services, family-centered approaches, different approaches for male/female, changing the educational environment

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">I read and “interesting” article online from a site called Kid Source. The article, //Underachieving Gifted Students,// was written by James r. Delise and Sandra L. Berger. Although it was relatively simplistic when compared to the other research I uncovered, there were a few interesting points: students’ self-concepts as learners are tied closely to their desire to achieve academically. Classrooms that provide positive atmospheres, teachers that encourage attempts over success, and the opportunity for students to self-evaluate prior to teacher grading the product


 * <span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">What does the literature recommend for schools when dealing with this issue? **<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Reis (1998) observed a relationship between unchallenging or inappropriate curriculum. Providing intellectual challenge and stimulation at all grade levels should decrease underachievement. But what about long-term; what happens to those underachievers when they experience a full term without challenging coursework? I guess I need to research further.

<span style="font-family: 'book antiqua','serif'; font-size: 16px;"> The Association for the Gifted suggests the following when dealing with schools’ responses to underachievement (I selected this article as Del Siegle was identified as a board member): formal training in gifted ed. to all educators, professional development, collaborate with culturally diverse groups/parents/community for the purpose of building community partnerships. VBCPS involves parents throughout the school year in gifted training. Citywide GRTs are encouraged to bring community leaders into the school for real-world application of classroom ideas.

<span style="font-family: 'book antiqua','serif'; font-size: 16px;"> The traditional approach schools’ offer is parent/teacher conferences. If approached properly, changes are possible. Diane Heacox addresses this topic in //Up From Underachievement//. The student needs to **own the plan.** Was the problem correctly identified; did the student assist in developing goals; do the steps assure success; is the incentive **interesting** to the student? In my opinion everyone needs to be consistent with the student. Too often we drop the ball. This translates to, “See, no one really cares.” Are we trained to truly help these students? So many times I have witnessed conversations where the “adults” spew nonsense that is unrelated to the student’s needs.

<span style="font-family: 'book antiqua','serif'; font-size: 16px;"> In my opinion, the most basic remedy a school can do to eliminate underachievement is developing teachers that insist upon UbD/DI units in their classrooms. Administrations that provide teachers the training and time to meet with parents and community leaders to expand their students exposure to the world beyond the classroom.


 * <span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">What can I do in the short term, medium term, and long term to address the issue in my work? Short Term: **<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">I meet with as many underachievers as possible each day. Some days this is only one. The culture of our school is, sadly, preoccupied with underachievement. Each week, there are more students that know who I am, but it isn’t because I have collaborated with their teacher to generate rigor and enthusiasm in their classroom. Three or four times a week, a counselor, teacher, or administrator gives me the name of a student that needs “help.” **Medium Term:** Generate a more manageable schedule. My current method includes index cards for each underachiever. The cards reflect our interaction. I need to collaborate with other GRTs on designing an effective schedule/procedure that will function smoothly and hopefully produce positive results for the students. **Long Term:** Read. That’s it. Just read some of the literature I have in my office on underachievers. One of these years, I will have my certification requirements behind me and I will be afforded the luxury of reading in my content area: gifted education.

<span style="font-family: 'Book Antiqua','serif'; font-size: 16px;">Additional findings as I uncovered __underachievement__… <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 16px;">[|Underachievement Among Gifted and Talented Students: What We Really Know]

<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 16px;">[|Underachieving Gifted Students]

<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 16px;">[|Issues Related to the Underachievement of Gifted Students]

<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 16px;">[|Reversing Underachievement Among Gifted Black Students—Again!]