Current Research

Read the Key Findings of Rachel Chung’s award-winning graduate research presentation, The Perceived Influence of Parental Expectations on Asian American Women Who Entered College Early.
 
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Alumni Study
Nancy B. Hertzog, Ph.D.
Rachel U. Chung, M.ED.

University of Washington

 

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Study of Early Entrance Graduates after 35 Years

 

Radical acceleration from middle school to university is an unusual option in the United States. The Early Entrance Program and the UW Academy for Young Scholars housed in the Halbert and Nancy Robinson Center for Young Scholars are two of only twenty one early university entrance programs offered in the United States. Due to the uniqueness of the participants and the programs, there currently exists a significant gap in the literature associated with the long-term impact of early university entrance programs. This is the third alumni study of the Early Entrance Program, and the first one to examine the impact of the UW Academy for Young Scholars Program at the University of Washington. Data gathered from an online questionnaire related to graduates’ personal, academic, and professional lives since they graduated from the University. Findings not only inform and improve the early entrance programs for current and future students, but they also contribute to a growing body of literature related to the effects of acceleration.

Key Findings

Download the RC Alumni Study Key Findings, presented at the Annual NAGC Convention 2014.

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Saturday Math Study
Rachel U. Chung, M.ED.
Nancy B. Hertzog, Ph.D.

University of Washington 

 

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Teaching and Learning in Hybrid Enrichment Spaces: Changing Math Identities and Motivation

 

Outside of school math enrichment programs have the potential to meet the academic and socio-emotional needs of gifted students by providing an intellectual challenge, a motivated peer group, and skilled teachers who relish working with advanced learners. In the Saturday Enrichment Program (SEP), 40 elementary and middle school students (Grades 4-8) explored challenging math topics not typically taught in their school math classes in a collaborative learning environment. Data gathered from pre and post questionnaires and assessments, video/audio documentation of classes, field notes, and student work indicated that students were less interested in the content of their school math class after participation in SEP. Furthermore, students reported that SEP provided a more appropriate pace, challenge, and fun. Pre and post measures indicated no significant differences in achievement or math identity were detected, and no gender or socioeconomic differences were found.