A qualitative study of the academic program at the Center for Academic Precocity, Arizona State University

Abstract

The purpose of this study was to examine the ways in equity was operationalized in a supplemental academic program for gifted youth. ASU's Center for Academic Precocity in Tempe Arizona was the site of a four month study. Data was collected from documents, observation of CAP's offices, classrooms, extracurricular functions, and interviews with selected participants. In addition, selected former students were interviewed to learn about their views of their experiences in the CAP academic program and the effects their participation in CAP classes had on later academic and occupational attainment. I concluded after analysis of data that CAP administrators were creating changes to the program to acknowledge changes in scholarly knowledge about interpretations of intelligence and appropriate policies and practices. Changes for provision of students from minority backgrounds were not found. Participants were supportive of the program and former students reported that their experiences at CAP helped them adjust to college life but that their experiences did not influence their choices of majors in college or choices of occupations.