Document Type

Honors Paper

Publication Date

May 2006


Measures of parental value, reasons for enrollment and re-enrollment, contentment withresidential and academic aspects, perceived benefits, demographic and curricular area differencesin perceptions, and comparisons to regular schooling were analyzed for participants of one 2005 Johns Hopkins University Center for Talented Youth (CTY) summer program and their parents. All students, ages 12-16, (N=227) completed likert-scale evaluations, and select parents (N=17) and students (N=9) completed open-ended perception questionnaires. Similar to prior research, students and parents were very pleased with all aspects of CTY and some gender, ethnicity, and curricular area differences existed. The results support intellectual ability grouping, enrichment learning, and out-of-school gifted programming, as well as suggesting that gifted students would like maximum independence during their summer experience.



The views expressed in this paper are solely those of the author.