Impact of Behavioral Factors on GPA for Gifted and Talented Students (Report‪)‬

INTRODUCTION An upper-level residential school for accelerated learners faces many of the same concerns as employers. The school administration wants to attract and retain students who have both the behavioral, social and academic skills needed to be successful in the residential school environment (Brody & Benbow, 1986; Caplan, Henderson, Henderson & Fleming, 2002; Lupkowski, Whitmore & Ramsey, 1992; Muratori, Colangelo & Assouline, 2003; and Noble & Drummond, 1992). As in industry, when the fit between student behavioral, social and academic skills is strong, the students potentially have a greater likelihood of persisting and being more successful while the cost to the school in lost funding opportunities for other potentially successful students decreases.