Abstract
- Benbow, C. P., & Arjmand, O. (1990). Predictors of high academic achievement in mathematics and science by mathematically talented students: A longitudinal study. Journal of Educational Psychology, 82, 430–441.
- Brody, L. E., & Stanley, J. C. (1991). Young college students: Assessing factors that contribute to success. In W. T. Southern & E. D. Jones (Eds.), The academic acceleration of gifted children (pp. 102–132). New York: Teachers College Press.
- Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26, 179–182.
- Gallagher, J. J. (1996). The strange case of acceleration. In C. P. Benbow & D. Lubinski, (Eds.), Intellectual talent (pp. 83–92). Baltimore: Johns Hopkins University Press.
- Harbin, L. (1992, July/August). TIP: An exceptional program for exceptional youth. Gifted Child Today, 15(4), 40–41.
- James, J. M., & Bolstein, R. (1990). The effect of monetary incentives and follow-up mailings on the response rate and response quality in mail surveys. Public Opinion Quarterly, 54, 346–361.
- Janos, P. M., Robinson, N. M., Carter, C., Chapel, A., Cufley, R., Curland, M., Daily, M., Guilland, M., Heinzig, M., Kehl, H., Lu, S., Sherry, D., Stoloff, J., & Wise, A. (1988). A cross-sectional developmental study of the social relations of students who enter college early. Gifted Child Quarterly, 32, 210–215.
- Janos, P. M., Robinson, N. M., & Lunneborg, C. E. (1989). Markedly early entrance to college: A multi-year comparative study of academic performance and psychological adjustment. Journal of Higher Education, 60, 495–518.
- Jones, E. D., & Southern, W. T. (1991). Objections to early entrance and grade skipping. In W. T. Southern & E. D. Jones (Eds.), The academic acceleration of gifted children (pp. 51–73). New York: Teachers College Press.
- Lockhart, D. C. (Ed.). (1984). Making effective use of mailed questionnaires. San Francisco: Jossey-Bass.
- Noble, K. D., & Drummond, J. E. (1992). But what about the prom? Students’ perceptions of early college entrance. Gifted Child Quarterly, 36, 106–111.
- Noble, K. D., Robinson, N. M., & Gunderson, S. A. (1992). All rivers lead to the sea: A follow-up study of gifted young adults. Roeper Review, 15, 124–130.
- Olszewski-Kubilius, P. (1994). A summary of research regarding early entrance to college. Roeper Review, 18, 121–126.
- Robinson, N. M., & Janos, P. M. (1986). Psychological adjustment in a college-level program of marked academic acceleration. Journal of Youth and Adolescence, 15, 51–60.
- Robinson, N. M., & Noble K. D. (1992, March/April). Acceleration: Valuable high school to college options. Gifted Child Today, 15(2), 20–23.
- Southern, W. T., & Jones, E. D. (1991). Academic acceleration: Background and issues. In W. T. Southern & E. D. Jones (Eds.), The academic acceleration of gifted children (pp. 1–28). New York: Teachers College Press.
- Stanley, J. C. (1985a). Young entrants to college: How did they fare? College and University, 60, 219–228.
- Stanley, J. C. (1985b). How did six highly accelerated gifted students fare in graduate school? Gifted Child Quarterly, 29, 150.
- Stanley, J. C. (1991). A better model for residential high schools for talented youth. Phi Delta Kappan, 72, 471–473.
- Stephens, K. R. (1999). Residential math and science high schools: A closer look. Journal of Secondary Gifted Education, 10, 85–92.
- Volume 13
- Issue 4
- Publication Date: Summer 2002
Common Denominators: Assessing Hesitancy to Apply to a Selective Residential Math and Science Academy
Brent M. Jones, Donna L. Fleming, John Henderson and Craig E. Henderson
The Texas Academy of Mathematics and Science (TAMS) is a state-supported, tuition-free residential high school at the University of North Texas, one of 14 similar academies in the U.S. TAMS students earn dual high school and college credit, graduating in 2 years with 60 or more transferable college credits. Some 200 high school juniors are admitted each fall from a competitive statewide pool based on exceptional SAT scores and other credentials. While hundreds of highly capable students seek admission each year, hundreds of others withhold applications. Responding to a survey, gifted nonapplicants reported an unwillingness to leave home 2 years earlier than usual and a reluctance to abandon varsity athletics and associated extracurricular activities. Recruitment implications are discussed, along with suggestions for further study.
Cart Summary
Your cart is empty.