Gifted Dropouts: The Who and the Why

By Joseph S. Renzulli, Sunghee Park. 2000

122 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Is there still a need for gifted education? An examination of current research (2010, methodology): “Many gifted students underachieve in school (Reis & McCoach, 2000) and some even drop out of high school (Renzulli & Park, 2000); without programming and adequate challenge, this trend will continue.”
Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, background): “Also, in student dropout studies, devoting time and attention to school activities and getting along with teachers and peers showed a reduction in dropout behaviors (Renzulli & Park, 2000; Rumberger & Lim, 2008).”
High intelligence: A risk factor for psychological and physiological overexcitabilities (2018, background): “For example, it has been shown that as many as 9% of those who receive special education services (Barnard-Brak et al., 2009) and as many as 20% of those who drop out of high school (Renzulli & Park, 2000) are intellectually gifted.”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, methodology): “A fifth of students dropped out because they “felt [they] didn’t belong at school” (Renzulli & Park, 2000, p. 265).”