Reflections at graduation: The long‐term impact of elementary school experiences in creative productivity

Abstract

The research presented in this article reports the first phase of a longitudinal study of young creative producers involved in a pilot program in Torrington, Connecticut based on the Enrichment Triad Model and the Revolving Door Identification Model. Nine senior high school students from the program underwent extensive interviews concerning their educational experiences ten years after their involvement in the program. The students selected for the study were chosen because of the creative productivity (Type Ills) they exhibited during their elementary Talented and Gifted Program experience. Student products and management plans provided information about the creative productivity experiences of the students. Interviews with the students concerning their Type III experiences were analyzed resulting in five major findings which provide insightful information for educators responsible for implementing programs for high ability students.