Pull-Out Programs/Specialized Classes

Gifted programming can be provided in a combination of ways, including pull-out programs; special classes in a subject or interest area; special state schools (e.g., Indiana Academy for Science, Mathematics, and Humanities) or local magnet schools; afterschool, Saturday, or summer programs; Advanced Placement, International Baccalaureate, or other dual-enrollment courses; distance learning; and other similar services.

• One study reported pull-out programs as the dominant delivery service model (51.9%) for identified gifted elementary students, whereas middle school levels rely on homogeneously grouped special classes, and AP (90.7%) was the main program option for gifted students at the high school level. ^[1] Another study analyzed Washington state survey policy and practice data from 2006-2012 and found 39% of districts were using pull-out or part-time grouping, 28% used advanced subject placement, and 27% used regular classroom differentiation. ^[2]
• Project GIFT, a school-based gifted education program in Hong Kong, showed Level 2 instruction, with an emphasis on pull-out enrichment programming, had greater impacts on students than that of within-class provisions, including more positive attitudes toward the work they completed, which aligned with other empirical studies supporting cognitive, affective, and psychosocial development. ^[3]
• The middle and high school levels utilized teacher mentoring, tutoring, and/or special support (i.e., bridge programs and Advancement via Individual Determination) for talent development among historically underrepresented student populations. ^[4]
• Pull-out models are characterized by both the quality of the educational experiences offered within the program and the relationship between the curriculum of the program and the curriculum the students miss when pulled from the regular classroom. Within-school enrichment approaches allow pull-out program curriculum to be matched topically to the general education curriculum which allows for quick and precise extensions matched to readiness. Accelerative approaches may require systematic transitions between grade levels or school levels providing access to higher-level curriculum. Full day pull-out programs release identified students from their regular instruction for alternative curriculum. The frequency and duration within and across each model vary widely, which is a cause for concern. ^[5]
• A recent study compared the psychological well-being of intellectually and academically gifted fifth- and sixth-grade students within three groups: self-contained programs, pull-out programs, and a no gifted services program. They found students participating in a math pull-out program reported higher math self-concept than those with no gifted services and those within the self-contained gifted program. Self-contained program students also reported higher levels of maladaptive perfectionism and being lonelier than the pull-out program students. ^[6]
• Another study found the most positive results from the selected schools that used pull-out groups. Some teachers had prior gifted education or subject area training which helped their teaching of gifted mathematicians, as children worked on enriched and differentiated assignments as well as were given individual support, which increased achievement and motivation. ^[7]
• In a longitudinal study on perceived social relationships with teachers and peers of high-ability students, high-ability students reported their perceived relationships equally as positive as those of regular peers. Over time, the high-ability students developed slightly more negative perceived relationships with peers in their regular classes than their pull-out programs. ^[8]
• In a study of four provisions for teaching mathematically talented students, one researcher found positive effects for using pull-out grouping to include good interaction between teachers and students, significant progress in level of skills, and increases in motivation. In a mathematics pull-out group with same-age peers, where the students were pulled from different classes other than their regular mathematics instruction, the teacher reported that the group met the needs of her students who showed more ability in mathematics, increased their motivation, and evidenced students’ learning new knowledge. The students in the group shared positive attitudes toward the group and the chance to work with similar ability peers. In a second group, which included peers of different ages and abilities within their regular math class, all of the children progressed to the highest level of attainment on the math assessment by the end of the term. These children also reported positive feelings toward the group, and the teacher felt confident their needs had been met at the close of the service. ^[9]
• AP and IB are often recommended and implemented as part of gifted and talented students’ services because those who participate tend to be more successful in college (i.e., admissions, scholarships, grade point averages, completion). ^[10] A longitudinal study of identified gifted students reported that, at age 33, 70% of the students who had taken one or more AP courses or exams in high school had advanced degrees, compared to 43% of those who had not taken such courses. The students who took AP courses also appeared more satisfied with the intellectual caliber of their high school experience than their peers. ^[11] However, schools should note that AP and IB courses should not be considered the sole components of a gifted program. NAGC advises that the limitations of AP coursework mean that districts must offer additional curriculum options to be considered as having gifted and talented services. ^[12]
• In one recent study, 10 urban high school students were interviewed about their decision-making process of choosing coursework. They found gifted students take advanced-level courses to increase challenge and decrease boredom; their understanding of what it means to be smart influenced their decision-making; external influences (i.e., family, friends, teachers) can apply both positive and negative pressures affecting their decisions; and students found it difficult to balance the stress of AP coursework and time management (i.e., jobs, interests). ^[13]
• Students may also receive services in a specialized state or local magnet school. One recent study found the magnet school culture for Black male gifted students influenced and fostered their confidence in STEM skills. ^[14] Research is not consistent on magnet schools as many factors (i.e., admissions, waiting lists, theme) exist with additional variations within and across types of magnet schools as well as student background covariates (i.e., demographics, prior academic achievement). Despite these issues, three main conclusions were drawn from a recent synthesis on magnet school effectiveness: (a) there are minimal or modest positive effects on achievement; (b) higher grade level magnet schools seem to increase achievement more effectively than traditional schools; (c) when looking at nonstandardized achievement outcomes (i.e., graduation rates, advanced coursework) and high-risk students, magnet schools are more effective than traditional schools. ^[15]
• Some domains may utilize outside-of-school opportunities to help with talent trajectories as program staff and administrators create systematic and continuous services which support the cultivation of talent. ^[16] Out-of-school options for programming may include specialized courses or programs like the Catalyst Program, a special science course for adolescents with deep interests in chemistry. The students in the course felt they improved their ability to present their scientific ideas more effectively and developed a better understanding of the creative process in science research. When surveyed, 18 of the 23 students in the course said it impacted their decision to study the sciences, particularly science research. Additionally, 10 of the 23 students suggested the program increased their interest in pursuing research opportunities in general in college. The students also felt they benefited from the intense immersion in science research and the chance to receive mentorships and work with science professionals. ^[17] Other researchers have also found that students out-of-school enrichment programs such as Saturday programs have reported high levels of interest, challenge, choice, and enjoyment in these course offerings. ^[18] Parental perceptions of Saturday STEM enrichment opportunities for Pre-K and kindergarten students included an appreciation for these opportunities which helped their children reveal new interests, explore new topics, consider their future education and careers along with an enthusiasm and motivation to learn. ^[19]
• Another out-of-school option may include enrolling gifted students in specialized distance learning courses (often provided through talent search programs). In a study of the distance learning programs offered through Johns Hopkins University’s Center for Talented Youth, outcomes of the program for gifted students ages 5-17 were examined by looking at both student and parent evaluations and final grades for the courses. Overall, the students and their parents found the course an effective learning experience, suggesting that such programs can be an effective approach for enriching or accelerating in-school opportunities. ^[20]
• Virtual learning labs, with online instruction that takes place in brick-and-mortar schools, using accelerated coursework can help to meet the needs of gifted students in rural areas. One study found it to be cost-effective, allowed for individualized pacing, and both parents and students reported satisfaction with this type of learning. ^[21]