EDUCATION PATTERNS OF ACADEMICALLY TALENTED YOUTH

Students who participated in The Johns Hopkins University Center for T alented Youth Academic Programs are compared to eligible students who did not enroll in CTY courses. The two groups of students. over a 5-ye ar period (1980-1984), were matched on gender and Scholastic Aptitude Test (SAT) scores. The results of a questionnaire completed when the l ast group had finished high school suggest an education pattern of hig h academic achievement by both groups, with many students pursuing a r igorous high school program including College Board Advanced Placement courses and college courses outside of school. However, students who participated in CTY academic programs reported taking more advanced co urses at an earlier age and enrolling in more college courses while in high school than students who did not attend CTY courses. The educati on pattern and accompanying achievements. exemplified by both groups. provide a validation for the selection instrument. the SAT.