CTY researchers are acutely aware of the educational policy and instructional implications of their research findings. Studies and papers in this category have addressed such topics as academic acceleration, ability grouping, identification of gifted children, and the special educational needs of academically talented students in math and science. CTY's research has also examined the special identification and programming needs of a number of traditionally underserved students. Such groups include gifted under-represented students, gifted students with learning disabilities, and the exceptionally gifted. A unique area of research for CTY is the identification of, and programming for, students with high-level spatial ability. This research led to the development of the Spatial Test Battery (STB) that is currently used to complement a student’s program eligibility testing through CTY’s Talent Search. Statewide evaluations, including one for the Maryland State Department of Education, have resulted in direct policy recommendations. Dr. Carol Mills, CTY's Director of Research, co-chaired (with Russell Beaton) the MSDE Task Force on Gifted and Talented Education in the State of Maryland and co-authored the report issued by that task force. (printed in its entirety) A summary of the CTY research findings for many of the above topics can be found in the document What We Know About Academically Talented Students: A Sample of Our Findings or in our Topical Research Series. Findings in this area increase our understanding of highly able children and how best to meet their academic, as well as social and emotional, needs. The intent of CTY's research studies is not only to understand better the development and needs of highly able students, but also to inform our understanding of how to facilitate better the achievement and overall development of all children. The most extensively studied topics include: Parents of Gifted Youth
Personality and Learning Styles
Self-Perception, Motivation, and Metacognition
Social-Emotional Development
For all published articles on these topics and many others, please see the bibliography. CTY’s investigations of educational and psychological issues come together in several longitudinal studies. In 1993, CTY began the Developmental Study of Talented Youth (DSTY). About 300 families have participated in the study over the course of six years. This important longitudinal study allows us to study the development of young students over an extended period of time, examining the relative contribution of various factors that nurture academic achievement and foster healthy psychosocial development. At the same time, we are trying to identify those factors that are associated with greater risk for academic, social, and emotional problems. A second major longitudinal study is carried out by the Study of Exceptional Talent (SET). This study began with the original work of Dr. Julian Stanley and includes exceptionally gifted students (those scoring above 700 on either the math or verbal section of the SAT before age 12). Examining some of the same issues addressed in the DSTY, this longitudinal study focuses on the often unique needs of students with extraordinary talents. SET's database includes students from CTY's Talent Search, as well as other talent searches across the country and has been on-going since 1980. The most recent longitudinal study is one that was planned in 2006 and launched in 2007 This study will continue through at least 2010 (depending on funding) with a focus on the outcomes associated with CTY program participation. Short-term outcomes will be documented by surveying students and parents within six months of the student taking a CTY course. The longitudinal nature of this undertaking will enable us to document long-term outcomes. Study participants will include CTY alumni, a select sample of program participants, and a matched group of qualified non-participants. An embedded strand within this longitudinal study will focus on under-represented students, especially scholarship students. CTY continually evaluates all of its programs, as well as programmatic adaptations and/or practices implemented by schools around the country. A number of published papers in this area can be found in CTY’s bibliography under the heading Education of Academically Talented/Highly Able Youth: Math & Science. CTY has been particularly interested in whether students attending its math and/or science courses receive credit and/or placement in their home school after CTY participation. In addition to program evaluation, CTY researchers have conducted psychometric studies. These studies have investigated the appropriateness of our assessment instruments, the reliability of our testing procedures, and examined the validity of an array of other tests that might be used to identify high ability (Identification of Academically Talented Youth). In particular, CTY conducted a five-year investigation of scientific talent, which culminated in the development of the Spatial Test Battery now being used to identify spatial ability and determine eligibility for our summer programs. An active, ongoing series of studies have investigated the nature of spatial ability and have focused on the psychometric properties and predictive validity of the STB. Last updated on 1/25/2007 top | 
