1. References: Mohnacky, V. & Peterson, J. GTE 691, MSU

2.  Defining Underachievement  Identifying Underachieving Gifted  Underlying Causes  Interventions  Future Steps

3. Level 3: Learns with satisfaction and joy (student is on the way to becoming a lifelong learner) Level 2: Earns high grades on assignments that challenge (completes assignments that require effort) Level 1: Gets good grades with ease (completes assignments with little effort)

4.  Discrepancy between potential (ability) and performance (achievement)  A regression involving potential and performance  Failure to develop potential or latent ability Three General Themes

5.  Requires defining ability.  Requires defining achievement. 1. Discrepancy between ability and achievement

6. If a student performs more poorly on measures of achievement than one would expect based on measures of ability, then he or she is underachieving. 2. Discrepancy between predicted achievement and actual achievement

7. No attempt to define or measure potential. Underachievers viewed as individuals who fail to self-actualize 3. Failure to develop or utilize latent potential without reference to other external criteria.

8. o Chronic? o Episodic - temporary, situational? o Mild? o Moderate? o Severe? o In all areas? o In only some areas? o Coincidental with increased homework? Type and Severity

9. Working definition: Underachievers are students who exhibit an observable discrepancy between expected achievement (as measured by a comprehensive test of cognitive or intellectual ability and actual achievement (as measured by class grades, teacher evaluations or standardized achievement tests). It is NOT the result of a diagnosed learning disability.

10.  Social Factors  Culturally Diverse  Family Dynamics  Instructional/School Factors

11. o Peer influences? o Socio-economic factors? (Not an “achievement environment”) o Gender? o Fear of being different from other kids? Social Factors

12.  Problems with competition?  Passive resistance?  Hypersensitivity/intensity?  Low cause/effect ability?  Inability to delay gratification?  Low self-esteem?  Dominant or dependent personality?  Developmental arrest? (leading to internal conflict)  Early power and attention (the only thing he/she can control?)  Perfectionism? Individual Factors

13.  Economic pressure  Parental depression  Parenting behavior  Disruptive events  Parental attitudes toward work, school (models) Family Factors  Trust issues  Family tension  Sibling issue  Substance abuse  Indifference  Health issues

14.  Helps a peripheral parent to be involved  Represents loyalty to someone  Distracts parents fighting w/each other or contributes to the fighting  Can help to unify parents to work with each other  Can communicate distress about a transition or event or circumstance  Can help to involve outside help/open up a “closed” family by engaging others The Function for the Child

15.  Achievement defined differently  Attitude-achievement paradox  Minority language background  Different value systems  Low expectations  Inequity in educational opportunities  Intimidated by majority culture Culturally Diverse

16.  If no "environment for learning“  If low expectations  If no differentiation (interests/abilities)  If no support for special needs of child  If no support for teacher  If teacher hostile or indifferent  If focus is on weaknesses  If curriculum inappropriate  If experiences negative  If inflexible methods  If poor rapport with parent(s) School Factors

17. As a teacher, what do you think you can do to help gifted students underachieving?