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ADULT PERCEPTIONS OF THE IMPACT OF KENTUCKY EDUCATION REFORM ACT INITIATIVES ON ACHIEVEMENT: INSIGHTS OF RURAL GIFTED STUDENTS Jan W. Lanham December 16,2010 This phenomenological study investigated perceptions regarding the impact of the tenets of the Kentucky Education Reform Act (KERA) on the self-reported achievement and underachievement among adults who had been identified and served as gifted students in a rural Kentucky school district between 1994 and 2004. Through a series of interviews of 30 young adults selected through purposive sampling, the study addressed three research questions relating to (a) the perceptions of the former students regarding each of six KERA initiatives--Portfolios [writing and mathematics], Ungraded Primary, KIRIS/CATS assessment, Proficiency as a performance goal, School Based Decision Making [SBDM] council policies--in fostering or impeding self-reported student and adult achievement, (b) the perceptions of the former students regarding related educational experiences and structures perceived as fostering or impeding self-reported student and adult achievement, and (c) the similarities and differences in perceptions between those adults who self-reported sustained achievement and those who reported underachievement.

Adult perceptions of the impact of Kentucky Education Reform Act initiatives on achievement : insights of rural gifted students.