Pull-Out+Groups

In a study by the National Research Center for the Gifted and Talented, A Pull Out Group or Pull Out Program was defined as having students in the "regular classroom for most instructional purposes, but then leaving the classroom for a portion of the school week in order to attend special classes with other identified gifted students" (Declourt, 1994). This can range from students being pulled out of a general education class during the school day to attend a specialized class, leaving the school for the entire day to go to another building for gifted instruction, or even daily spending time in the gifted resource room. Pull Out Grouping at the time of this study was found to be the most common form of gifted services at the elementary level with between 70 to 95% of districts offering this type of program (Cox & Daniel 1984).

The Center's report, which compared Pull Out Groups with Within Class Programs, Separate Class Programs and Specialized Schools, found that Pull Out Groups (along with Separate Classes and Specialized Schools) had much higher results as far as academic growth for gifted students than did providing gifted students with supports within the context of the general education setting. Rogers also found a high effect size for Pull Out Groups with an additional academic growth of nearly two thirds of year for Pull Out Groups that focus on an academic skill (this number drops .44 and .32 years additional growth for critical thinking and creative thinking respectively). Strengths of Pull Out Groups were also highlighted through the research of important names in gifted education such as Renzulli's (1987) research that promoted gifted students spending time with same ability peers and Van Tassel-Baska (1987) research that indicated that Pull Out grouping allowed for a more challenging and appropriate curriculum. Also noted as strengths for Pull Out Grouping was the flexibility that curriculum could offer and that gifted students spend much of their time in the general education setting with nongifted peers.

Drawbacks to Pull Out Grouping were also noted in the National Research Center's report. One of the most common drawback for both students and parents of gifted students is that typically, students miss as much as a full days instructional time in the general education setting. This can create anxiety and even frustration for gifted students. Also noted, was that the label of "being gifted" and then removed from the classroom can create resentment on the part of the gifted child's peers, especially at the elementary level (Carter & Kuechenmeister, 1986). Cox and Daniel (1984) also aptley noted that even the general education teacher may resent Pull Out Grouping as they lose one of their brightest students for a day and often times have to do extra work to arrange materiel for the student in light of their absence. Researchers also found that Pull Out Programs that do not have content that in some way ties into or supports learning in the general education setting can leave the gifted student feeling confused and leave learning fragmented.

Pull Out Grouping is and continues to be a debated aspect of gifted education. I had the opportunity to sit in and be part of the discussion on the appropriateness of a Pull Out Program for the the district that I am employed by. Opinions varied on the topic. As mentioned above, research shows that when done appropriately, Pull Out Programs do foster academic growth and have many strengths. However, in the discussion my district had, many parents were concerned about having students missing an entire day of class and also that the curriculum did not usually tie in at all to what was being taught in the general education setting. It would seem that this could be easily fixed with communication between gifted facilitator and the general education teacher. However, the problem for my district and, most likely, many others is that our Pull Out Group if for gifted students from over six elementary schools, with each school having more than one teacher per grade level. This presents an entirely new challenge for synchronizing the curriculum. Are there better ways to provide services to gifted students who attend a myriad of elementary schools? Perhaps-- but can it be done in a district that can only afford to hire one elementary gifted facilitator. Aside from the facilitator traveling and providing differentiated plans for gifted students at each school to aid the general education teacher in differentiated instruction (this does not sound ideal to me) I feel the research shows that with correct planning and good communication between staff, a Pull Out Group can be as good an option as any for many gifted programs especially at the elementary level.