Journal of - Southern University New Orleans

12Journal of Urban Education: Focus on EnrichmentTable 2: Summary Data Regarding Importance That the Following Groups of Students Receive Enrichment ServicesStudents whose academic performanceis at an advanced level comparedto age peersVery Important Important Unimportant Very UnimportantA GS T A GS T A GS T A GS T94(64)*94(81)101(69)41(28)19(16)40(27)6(4)0(0)3(2)0(0)0(0)0(0)Students who do not make goodgrades in the regular classroom6(4)31(27)12(8)52(35)31(27)39(26)60(41)31(27)55(37)3(2)0(0)10(7)Students who are well-behaved 0(0)Students who complete assigned 15tasks such as homework(10)9(8)9(8)8(5)26(18)47(32)52(35)26(22)33(28)41(28)37(25)76(51)55(37)53(46)59(51)62(42)50(34)10(7)11(7)22(19)11(10)32(22)17(12)Students enrolled below the thirdgrade18(12)41(35)25(17)73(49)29(25)63(43)30(20)30(26)31(21)16(11)6(5)20(14)Students who learn material rapidly 45(30)Students who understand complex 95and abstract concepts(64)67(58)91(78)60(41)115(78)81(55)43(29)45(39)22(19)81(55)29(20)12(8)3(2)0(0)0(0)6(4)3(2)3(2)0(0)0(0)0(0)0(0)0(0)Students who demonstrate talent inthe visual arts29(21)18(16)45(31)74(50)66(57)68(46)33(22)21(18)26(18)3(2)21(18)2(1)Students who demonstrate talent inmusic34(23)20(17)42(29)64(43)64(55)60(41)37(25)18(16)31(21)3(2)6(5)5(3)Students with a high degree of motivation54(37)39(34)78(53)68(46)59(51)44(30)16(11)15(13)19(13)0(0)0(0)0(0)Students who use advanced thinking,processing, and problem-solvingskills108(73)103(89)122(83)30(20)10(9)22(15)3(2)0(0)3(2)0(0)0(0)0(0)Students who demonstrate intenseinterest in certain areas of study oracademic work53(36)52(45)62(42)74(50)52(45)62(42)13(9)6(5)13(9)0(0)3(3)0(0)Students who possess a welldevelopedmemory( ) indicates % of respondents.22(15)29(25)69(47)87(59)68(59)69(47)30(20)16(14)35(24)0(0)0(0)0(0)between gifted education specialists and regularclassroom teachers relating to rapid learners;and between administrators and giftededucation specialists relating to students whouse advanced thinking, processing, and problem-solvingskills. Post hoc tests also indicatedstatistically significant differences betweengifted education specialists and regular classroomteachers relating to students who do notmake good grades in the regular classroomand between administrators and gifted educationspecialists relating to students who understandabstract and complex concepts.As Table 4 indicates, controlled p-values indicatedstatistically significant differences existedbetween groups with regard to the needto provide gifted education services to studentswho learn rapidly and those with welldevelopedmemories.