Abstract
Statement of the problem. A large number of gifted students are bored with school. Many of them underachieve year after year or finally drop out of school. Many states do not provide training for teachers in the area of gifted. Instructional programs for gifted are often tacked on to the regular program and the needs of gifted are not met. Purpose of the study. The purpose of this study was to examine the attitudes that gifted and non-gifted students ascribe to their educational programs. The study was to determine if a significant difference existed in student attitude toward school when students in the self-contained program for the gifted, students in the pull-out program for the gifted, and non-gifted students in the regular program were compared against each other on selected variables using the results of The School Attitude Measure. Methodology. The research design followed an ex-post-facto post test only procedure as there was no manipulation of the variables. Analysis of variance and Pearson Moment Correlations were conducted for Instructional Setting, Grade, Sex, Ethnic, and Number of Years in the gifted program.