Credit and Placement Issues for the Academically Talented Following Summer Studies in Science and Mathematics

Abstract

The purposes of this study were to ascertain the proportion of academically talented students aged 12 to 16 who pursued appropriate school placement and/or credits for coursework completed at special summer academic programs, and to determine how their schools responded to their requests. In November 1986, 1215 students who attended science and mathematics classes sponsored by the Johns Hopkins University during the summer of 1986 were sent questionnaires regarding their subsequent status at their regular schools pertaining to credit and placement issues. Advanced placement was given more often than credit, although in most cases both were awarded, particularly for high school level coursework.