Quality of in-School Special Services and the School/University Program Relationship for Extremely Gifted Students

Abstract

This study investigated the in-school special services provided to extremely gifted students participating in a university program and the degree to which a cooperative relationship existed between the schools and the university program. Results indicate that the students were, for the most part, receiving special services in their schools prior to their involvement in the university program, and that a rather high-quality interface existed between the schools and the university program. Students seemed to be better served by their schools as a result of their participation in the university program.