Effects of Summer Academic Programs in Middle School on High School Test Scores, Course-Taking, and College Major

Abstract

Through their participation in a seventh-grade talent search in 19961997, students qualified to attend a summer program at Duke University's Talent Identification Program (Duke TIP). Of the North Carolina students in this group, some attended at least one summer program in middle school and others had qualified for but did not attend a summer program at Duke TIP. The two groups did not differ significantly on gender, parent education level, or ethnicity. Some positive effects of Duke TIP summer programs were found on later academic achievement and educational choices using both standardized objective measures and self-reports of high school and college academic experiences. We found that students who participated in a Duke TIP math program in middle school did indeed take more AP math courses in high school, but there were no effects for other types of advanced math classes or for any other subjects. Additionally, compared to Search Only students, students who took a math/science course at Duke TIP were more likely to major in math/science in college. More Duke TIP students than Search Only students aspired to earn a doctorate. Anecdotally, we also have heard from many former Duke TIP participants how much Duke TIP has affected their lives, and it is noteworthy that we are now able to empirically document some of these effects.