Assimilating the Talent Search Model into the School Day

Abstract

Programs for talent search students traditionally are offered to students outside of their school setting. This paper discusses a multi-district/higher education collaborative model that incorporates the three components of the talent search model within the school-year schedule. In this community effort, the focus of the talent search's summer programs—content acceleration and fast-paced instruction—have been assimilated into the students' regular school day. In 180 hours of instruction scheduled over two school years, middle school students complete four years of high school mathematics; with a similar program for writing/literature, many expository writing students earn favorable AP English composition scores. The community's experience with content acceleration created byproducts of parent advocacy networks and district policies on granting high school credit. Key elements for a successful model are discussed, as well as unplanned, but related outcomes that occurred. The relationship of content acceleration to the state's dual enrollment legislation is identified.