Olszewski-Kubilius and Clarenbach (2012, p.12) discuss a number of ‘current successful models’ which target learners from disadvantaged backgrounds, where “success” is defined as a “general term which enables more students from under-represented groups to increase their academic achievement and succeed at every level of schooling”. While each of the specified programmes have largely been effective in their aims, Olszewski- Kubilius and Clarenbach (2012) make an appeal to identify other successful programme models that may work with high-ability, low-income students. A number of programmes are described in the section below and although they each vary in relation to their aims and design, they have a shared interest in developing the academic talent of students. Some of the programmes involve partnerships between universities and school districts while others focus on establishing relationships between universities and non-profit organisations. The examples below come from two different countries, the United Kingdom which is geographically our nearest neighbour and a society which closely resembles ours, and the United States, where the large majority of literature, research and programmes have been developed. These vignettes are not intended to be exhaustive of the programmes which target this group of students; however, they aim to give a flavour of the current provision for this group of promising learners.
United Kingdom
Within the United Kingdom, there is little educational provision made for gifted and talented students. It therefore, extends on, that there is little in the way of opportunities for students for gifted students from socio-economic disadvantaged backgrounds. Yet, two programmes have been identified which target young promising learners.
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URBAN SCHOLARS PROGRAMME
The Urban Scholars Programme was launched in 2000 by the Brunel Able Children’s Education Centre in London, England. This programme targets ‘urban’ students aged between 12 and 16 years from areas of social deprivation around the capital to take part in academically challenging classes in areas such as English, Mathematics, Critical Thinking and Science. The programme began initially to provide students who were unable to fulfil their potential in school with an outlet to engage with students of a similar ability, and in the process it hoped to raise their levels of academic achievement and aspirations. With the classes being held in a London University on one Saturday a month, the project aims to increase engagement with learning, raise aspirations, and to connect students who often have no familial experience of higher education to this environment. In terms of identifying students, the participating schools associated with the initiative are given a list of criteria which should be used to assist in the nomination process. Such criteria include; choosing students who have the potential to eventually embark on university studies; pupils who find schoolwork not sufficiently challenging; students who are analytical thinkers or who have the ability to solve complex problems; and students who have or recently had an entitlement to free school meals. The guidance information from the programme also states that it is important that schools identify students who are experiencing a level of disadvantage which impacts on their performance within school (Koshy et al., 2011, p. 12-13).
There have been both qualitative and quantitative studies conducted on the programme. The research findings from these studies indicate that overall students who took part in the programme gained an improved attitude towards school and learning. The majority of the students felt that they gained critical skills from which “they were able to approach a diverse range of situations more analytically” (Koshy et al., 2011, p.31). There were also
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positive findings in terms of inter-generational mobility with just less than 50 percent of students stating higher aspirations than their parent’s occupation (Koshy et al., 2011).
GENERATING GENIUS
Generating Genius works with young people from disadvantaged backgrounds who are talented in STEM (Science, Technology, Engineering and Maths) areas. The organisation which is located in London, aims to provide support to students who have no history of higher education in their families to enter the United Kingdom’s top universities. No research studies have yet to be published relating to the initiative.
United States
In the United States there is a broader range of programmes targeting high ability students from areas of disadvantage. Although students from areas of poverty and disadvantage continue to be under-represented within gifted programming, the United States is the forerunner for the provision of programmes and strategies targeting this population. Below are some examples of the programmes which currently exist for this group of students.
PROJECT EXCITE
Project EXCITE provides supplemental learning opportunities for minority groups who are often under-represented in advanced maths and science classes in secondary (high) school. The programme is a university partnership between the Center for Talent Development (CTD) at Northwestern University and local school districts within Illinois. In terms of identifying students, students must meet a number of criteria in order to be considered for this learning opportunity. Such criteria includes; coming from an under- represented minority group within mathematics and science; coming from a family which has limited experience of higher education; demonstrating the ability to think critically and to engage in problem solving; and having the ability to work beyond their current
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grade level (Olszewski-Kubilius, 2006). In relation to the programme objectives, Project EXCITE was set up with a number of short and long term goals. In the short-term, the programme aims to nurture students’ interest and talent in maths and science while building their confidence. In the long-term, the programme hopes to eliminate any discrepancies in the achievement levels between minority and nonminority students. To achieve these aims, the programme runs courses after-school, on weekends and throughout the summer. To date, there has been a number of research studies carried relating to the impact of Project EXCITE (Lee, Olsezewski-Kubilius & Peternel, 2009; Olsezewski-Kubilius, 2006; Olsezewski-Kubilius et al, 2004). In one study which examined the experiences and perceptions of students and parents of the programme after six years of participation, Lee, Olsezewski-Kubilius and Peternel (2009) reported the positive impact of the programme on the participating students. By taking part in the classes, the students were able to enhance their interest in the areas of Maths and Science. Other positive student outcomes included; improvements in academic performance, expanded social networks and enhanced support for high achievement. Few negative effects were cited, although at times students found it challenging to negotiate time between the programme and their social lives outside of the programme.
PROJECT PROMISE
The University for Young People’s (UYP) Project Promise Program, is a university-based summer enrichment programme based in Waco, Texas, designed to enhance the talent development of gifted students from Grades 4-12 (approximately 10 to 18 years old) . Once identified, the Project Promise students, who are a subset of UYP students, are given the opportunity to attend a summer programme annually under a scholarship programme until the summer before their final year of high (secondary) school. For entry into the programme, students can be identified in a number of ways either by their local school district or through the university programme itself. The accepted entry methods include:
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parent and teacher recommendations; through demonstrated potential in a specific domain; or for those students who score in the top 15 percent in an achievement or aptitude test. The summer programmes run for a period of between three and four weeks.
The overarching goal of Project Promise is to “develop students’ aspirations and readiness for higher education” (Kaul et al., 2015). In terms of research studies, Kaul (2014) investigated the longitudinal effects of participation in Project Promise. Through survey research, which was conducted with a sample of students who had taken part in the courses for three years or more, Kaul (2014) reported positive long-term effects with regard to the education and careers of participants. The participating students benefited academically in relation to choosing more advanced and challenging courses in school to prepare them for higher education. The courses also had instrumental benefits in influencing student’s decision to attend university. There were also positive findings relating to emotional, social and generational effects. Interestingly, the research found that the strongest impact for the students were the social relationships resulting from involvement in the programme. In particular, mentors had the profoundest effect on students. These individuals “took a personal interest in students’ outside family activities and family and positively reaffirmed the students’ abilities...” (Kaul et al., 2015, p.36).
JACK KENT COOKE FOUNDATION YOUNG SCHOLARS PROGRAM
This programme identifies students who are low income, irrespective of their race or identity, and gives them long-term financial support for private school tuition, summer- programme attendance, and other individualised special needs. The foundation is committed to supporting high-ability students from disadvantaged communities as such students are a “powerful and largely untapped resource” (Jack Kent Cooke Foundation,
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2013, para.4). Two of the projects funded by the Jack Kent Cooke Foundation are outlined below.
CAMP LAUNCH
Camp Launch is a two-week summer residential programme for low income, high ability students. Started in 2012, it is run by the Center for Gifted Education in the College of William and Mary, Virginia, and receives funding from the Jack Kent Cooke Foundation. The Camp works with local schools to identify students who meet specified criteria. Such criteria include; students who come from a family whose income falls below a certain threshold set by the Center; students who have scored in the upper tenth percentile in a nationally normed aptitude, creativity or achievement test; and students who have been recommended by their class teacher or school gifted co-ordinator to participate. All recommendations must be accompanied by evidence of performance such as, portfolios or work samples. The curriculum focuses on the STEM subjects of Science, Technology, Engineering and Maths while also developing student skills in writing and personal development. As well as providing a range of content areas for advanced instruction, the project also has the aim to developing students towards a goal of university education and the skills needed to realise such an ambition. To date, there have been no published research studies on Camp Launch. However, in a working document from the Center, a study is currently exploring the impact of the camp on students six months after programme participation (Mihyeon & Dockery- in press). Preliminary findings indicate a number of beneficial outcomes relating to students feeling more confident in their own academic capabilities, while also having a greater work commitment to achieving future goals (i.e. developing a vision for college) and feeling an improvement in their social relationships when they returned to school.
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CTY SCHOLARS
Launched in 2004, the Johns Hopkins University CTY Scholars Program (in association with the Jack Kent Cooke Foundation) seeks to identify high potential students during the initial years of high (secondary) school. In terms of eligibility criteria for this programme, students must meet a number of requirements. First, students must qualify for CTY’s programmes through the Talent Search. Second, students must be from a traditionally underrepresented student group in higher education. Third, students must attend eighth grade in public or charter school. Fourth, students must come from a family who has an income below a certain threshold set by the Center, and finally students must live in one of the geographical areas selected by the donors. As part of this four-year scholarship programme, students are given the opportunity to strive to the highest levels of achievement through participation in the summer programmes, distance education courses, a mentoring programme and by liaising and seeking academic support from a personal educational advisor (CTY,n.d.). To date there have been positive findings in relation to the initiative;
“Results from the first group of scholars graduating from high school document the powerful impact on student’s lives and the real-world accomplishments they have achieved as a result of these intensive on-going personalised experiences and opportunities” (VanTassel-Baska, 2007, p.5).
The various programmes outlined above illustrate that there is provision being made for high-ability students coming from under-represented backgrounds in a number of different ways. Even though certain aspects of these programmes vary from the objectives and design of the Aiming High initiative, they all share a common thread in which they aim to place students on a path of talent development.
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