Correlation between administrative issues in the feeder schools for gifted children and the dropout rate from gifted centers (Hebrew)

This study examines the phenomenon of student dropout from gifted education schools in Israel. It explores the underlying factors leading students to discontinue their participation in these specialized schools and analyzes the consequences of such dropouts for the students themselves, their families, and the educational system as a whole. The significance of this phenomenon is gaining widespread recognition that gifted education programs are designed to support students in maximizing their intellectual, emotional, and social potential. Despite their importance, existing research shows notable dropout rates from these programs, a trend that potentially undermines their core goals.

The present study uses a qualitative research methodology. Using the Ethnographic Futures Research (EFR) approach, the study mapped the phenomenon through in-depth interviews with students, parents, teachers, and principals. The goal was to gain an understanding of the dropout process and the experiences of those involved. Alongside this, the study reviewed relevant academic literature to compare the local findings with global scholarly knowledge. This integration of empirical data with a literature review provides a broad and multifaceted perspective on this issue.

The findings reveal several key factors contributing to dropout rates: logistical difficulties related to transportation and accessibility, pedagogical gaps stemming from a lack of coordination between feeder schools and gifted education centers, emotional and social challenges-  primarily a sense of alienation in the regular schools and the absence of belonging - and inadequate emotional support and pedagogical tools among educators. Furthermore, the lack of a clearly defined division of responsibilities among the various elements in the system exacerbates the problem and hinders early intervention and prevention of dropping out.

The study concludes that dropout from gifted education programs is not a result from a single cause, but rather from an interplay of systemic, emotional, pedagogical, and logistical factors. Addressing the phenomenon requires a multidimensional approach, including improved collaboration between feeder schools and gifted centers, tailored emotional and pedagogical support, and the establishment of clear administrative frameworks. This research contributes to a deeper understanding of the phenomenon and lays the groundwork for developing systemic solutions that will ensure gifted students in Israel are able to fully realize their potential.