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Academy Executive Director Honored with State’s Annual Acorn Award

September 23, 2011 | News, People, Staff, WKU | No Comments

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Dr. Julia Link Roberts, Mahurin Professor of Gifted Studies at WKU, is one of two recipients of the Acorn Awards for teaching excellence, given annually to outstanding professors at Kentucky’s colleges and universities—one for a professor at a four-year college or university and one at a two-year institution.

Dr. Julia Roberts (left) received the Acorn Award on Sept. 23 in Lexington. WKU President Gary Ransdell (right) said Dr. Roberts is “a world leader in the education of gifted and talented students. Our gifted children are fortunate to have Julia Roberts leading this important sector of education in Kentucky.” (Photo courtesy of CPE)

David L. Cooper, professor of English and African-American history at Jefferson Community and Technical College, was also honored. Both recipients received a $5,000 honorarium and inscribed plaque.

The awards were presented Friday (Sept. 23) at the 23rd Annual Governor’s Conference on Postsecondary Education Trusteeship in Lexington, sponsored by the Kentucky Council on Postsecondary Education and Kentucky’s colleges and universities.

WKU President Gary Ransdell said Dr. Roberts is a superb teacher, scholar and researcher.

“She has been singled out by our faculty as a University Distinguished Professor. She is the holder of the Mahurin Professor of Gifted Studies,” he said. “More important, however, is her long and impressive record of innovation in creating WKU’s Center for Gifted Studies and the Gatton Academy of Mathematics and Science in Kentucky.  She has become a world leader in the education of gifted and talented students.  Our gifted children are fortunate to have Julia Roberts leading this important sector of education in Kentucky.”

Dr. Roberts, known as Dr. Julia on campus, said she was honored “to be recognized as a productive faculty member in the field of education, specifically in gifted education; for initiating and directing programming for gifted children and young people; and for leadership in state, national and international organizations in gifted education.”

Dr. Roberts has 46 years of teaching experience, including 35 at WKU. She is president-elect of The Association for the Gifted (a division of the Council for Exceptional Children), a member of the Executive Committee of the World Council for Gifted and Talented Children and co-chair of the Legislative and Advocacy Committee of the National Association for Gifted Children. She is also a member of the board of the Kentucky Association for Gifted Education and the Kentucky Advisory Council for Gifted and Talented Education.

Dr. Roberts, a native of Kirksville, Mo., holds degrees from Oklahoma State University and the University of Missouri.

In his nomination letter, Dr. Ransdell said she was a brilliant teacher and a tireless advocate for gifted children, their families and their educators. During her tenure at WKU, programs she has led have touched more than 30,000 students, he said.

“The wonderful young people with whom I have had the privilege of working are the highlight of my career,” Dr. Roberts said.

Other high points include:

  • Being named one of the 55 most influential people in the history of gifted education
  • Serving as the founder and executive director of The Center for Gifted Studies, which is celebrating its 30th year of providing services to children and young people, educators and parents
  • Opening the Gatton Academy of Mathematics and Science in Kentucky after 10 years of advocating for a residential school for high school juniors and seniors with both talent and a high interest in careers in science, technology, engineering or math
  • Bringing the international headquarters of the World Council for Gifted and Talented Children to WKU.

Nancy Green, executive director of the National Association for Gifted Children, said Dr. Roberts has a national reputation as a mentor and instructor to teacher candidates, classroom teachers and parents.

“Through her longstanding and tireless commitment to teaching and education, Dr. Roberts has truly made a difference in both the field of gifted education and in the classroom,” she said. “Whether it’s through direct influence on children through Western Kentucky University’s summer programs or through a more strategic impact via national advocacy efforts, Julia Roberts is that rare leader who understands both how to shape policy on behalf of many and to directly touch lives one at a time.”

The Kentucky Advocates first presented the Acorn Awards in 1992. Recipients are chosen based on recommendations by faculty and students as well as self-written essays about their philosophy of teaching.

Contact: Julia Roberts, (270) 745-6323; or Sue Patrick at CPE, (502) 573-1652 ext. 308.

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By Corey Alderdice

11 Gatton Academy Seniors Named National Merit Semifinalists

September 15, 2010 | Academics, News, Student Success | No Comments

Nearly 20% of Gatton Academy seniors have been recognized as semifinalists in the 2011 National Merit Scholarship Program, an honor which potentially opens the door college scholarship opportunities.  In all, 11 members of the Class of 2011 will go on to the next round of the competition.

Over 1.5 million students in about 22,000 high schools entered the 2011 National Merit Scholarship Program by taking the 2009 Preliminary SAT/National Merit Scholarship Qualifying Test.  Students are tested in math, critical reasoning, and writing.  The 16,000 Semifinalists honored are the highest-scoring entrants in their state and represent less than 1 percent of each state’s high school seniors.

For these Gatton Academy seniors, it’s a great way to begin their final year of high school even as they focus on the college admissions process ahead.  According to Gatton Academy Director Tim Gott, this is just the beginning of a busy—and rewarding—year.

“With this recognition, these students have earned a key that will open tremendous educational opportunities,” Gott said. “We look forward to seeing what these students will accomplish in the days ahead.”

To be considered in the rigorous competition for National Merit Scholarships, Semifinalists must advance to the Finalist level of the competition by meeting additional standard and fulfilling several requirements.  These include having a record of very high academic performance of college preparatory course work, submitting SAT scores that confirm PSAT performance, and being fully endorsed and recommended by a high school official.

Gatton Academy students honored in the program are recognized through their sending high school.  Since students take the qualifying PSAT exam in October of their junior year of high school, much of the preparation stems from learning opportunities during their freshman and sophomore years of high school.  The Gatton Academy builds on those experiences to provide students with a robust application and preparation for the SAT, a critical component in becoming a finalist.

“It is an incredible honor to be named a National Merit semifinalist,” Gott said. “These remarkable young people have been strongly prepared by their home high schools and the Gatton Academy is privileged to be able to contribute to the ongoing education of these outstanding students.”

2011 Gatton Academy National Merit Semifinalists:
Michael Bowie  (Paul Laurence Dunbar High School, Fayette County)
Katherine Goebel  (Shelby County High School, Shelby County)
Justine Missik  (Boyle County High School, Boyle County)
Tejas Sangoi  (Daviess County High School, Daviess County)
Tyler Scaff  (Oldham County High School, Oldham County)
Natalie Schieber  (Elizabethtown High School, Hardin County)
Sarah Schrader  (Greenwood High School, Warren County)
Jonathan Serpico  (Elizabethtown High School, Hardin County)
Josh Song  (Bowling Green High School, Warren County)
Paras Vora  (Daviess County High School, Daviess County)
Kelsey Wagner  (Bullitt East High School, Bullitt County)

Finalists will be named in winter 2011.

For more information, contact Corey Alderdice at (270) 745-2971.

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By Corey Alderdice

Gatton Academy Graduates Top State ACT Averages for Third Consecutive Year

August 18, 2010 | Academics, News, People, Student Success, Students | No Comments

The Gatton Academys Class of 2010
The Gatton Academy's Class of 2010

Students at Western Kentucky University’s Carol Martin Gatton Academy of Mathematics and Science in Kentucky outperformed their high school peers for the third consecutive year on the American College Test (ACT).

On Wednesday, the Kentucky Department of Education (KDE) announced the results for the recently graduated Class of 2010. Gatton Academy students outpaced their peers, receiving an average composite score of 31.0 out of 36 possible points on the exam — a score 11.6 points ahead of the statewide average.

As mandated by state law, all Kentucky public school juniors participate in the ACT, which assesses English, reading, mathematics and science and is scored on a scale of 1 to 36. Many college-bound senior take the test at least one more time during high school.

In the individual subjects, Gatton Academy graduates scored an average of 30.8 in English, 31.3 in mathematics, 31.1 in reading and 30.3 in science.

Academy administrators were pleased with the improvement in scores between since the class was admitted as sophomores in spring 2008. The average composite and math scores increased by 2.2 points.

The exceptional scores come as no surprise to Tim Gott, director of the Gatton Academy.

“It should come as no surprise that our students do well on the ACT since they were selected from among the top students in the state,” Gott said. “What pleases me most is the amount of growth from their sophomore year to their senior year.  Going from an average composite of 28.8 to 31.0 is a substantial jump.  This reveals the work ethic of the students and the rigor of our curriculum.”

Corey Alderdice, assistant director for admissions and public relations, added that Gatton Academy students showed strength not only in math but across the English and critical reasoning sections of the exam as well.

“Because the emphasis of the Gatton Academy is math and science, many individuals are surprised to learn our students are equally outstanding in the classroom in subjects across the academic spectrum,” Alderdice said. “Though our students intend to pursue advanced careers that require substantial study in math and science, we are pleased to know they are growing as problem-solvers and critical thinkers, skills that are crucial to a 21st century economy.”

Statewide, the 45,763 graduating seniors taking the exam received an average composite score of 19.4. In the individual subjects, students scored an average of 18.9 in English, 19.1 in mathematics, 19.7 in reading, and 19.5 in science.

Alderdice is also quick to share the success of Gatton Academy students on the test with their local sending districts. Students’ scores are included in the average of their local school on this and other required assessments, an important component in the shared relationship between the program and high schools from across the state.

“We hope to be viewed as an extension of every school and district in the state,” Alderdice said.  “The scores are only possible with the combined preparation students received from their home institutions and continued study at the Gatton Academy. We are excited that districts are partnering with us to provide appropriate challenges while helping students grow academically and socially.”

For information, contact Corey Alderdice at (270) 745-2971.

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By Corey Alderdice

Summer 5Q: Torey Gilkison Researches with the KY Department of Fish and Wildlife

June 22, 2010 | 5Q, People, Research, Students, Summer | No Comments

Torey Gilkison
Torey Gilkison

Victoria “Torey” Gilkison (Anderson County, ‘11) is spending the summer before her senior year near the water, but not in the same way most teens do.

As a rising high school senior, she is performing research with aquatic plants at the Kentucky Department of Fish and Wildlife Resources Center for Mollusk Conservation in Frankfort, KY under the direction of Dr. Monte McGregor, a biologist and researcher there.

Gilkison was one of eleven students from the Gatton Academy’s class of 2011 who received a Research Internship Grant from the Academy for this summer. The Research Internship Grants are available to Gatton Academy students in the summer between their junior and senior years to support students during summer research experiences.

Gilkison’s summer research builds upon the botanical research she did with Dr. Albert Meier of WKU’s Department of Biology during her first year at the Academy. Torey recently took some time away from her summer research with Dr. McGregor to answer some questions.

1. Tell us a little about the project or program in which you are participating this summer that the Research Internship Grant is funding.

I am designing and building three separate aquaponic systems as a basis for my research. An aquaponic system is a way to use plant filtration to help improve the water quality for other organisms, in my case mussels, to live in. On top of noting the effect of the plant growth or presence on the mussel I will also be testing an all organic fertilizer to a regular fertilizer to see if this affects the mussel growth in any way.

2. What is the part of the summer experience you are enjoying most?

The part that I am most excited about this summer is the fact that I get to take part in hands-on research that could help Dr. McGregor in his research later on. I am also enjoying learning about all the different aquatic organisms including mussels and plants. There may be a point this summer when I will be able to go out into the field and assist Dr. McGregor in gathering plant or mussel species for his research.

3. How is this different from the way you think most high school students spend their summers?

Most high school students either spend their time at home or out with their friends, they don’t get the opportunity to participate in research. Research is something that benefits a person for the rest of their life because it develops problem-solving skills. So the fact that I get to partake in research really prepares me for work that I am going to be doing in the future.

4. Will you be using this research experience as a launching point for any particular applications, competitions, or scholarships?

I am going to use my research work to enter into the Siemens Competition.

5. How does this research experience or internship fit into your educational and professional goals?

I hope to major in Botany. By doing this research it allows me to work with plants and to get a hands-on feel for whether this is really the area I want to be working in or not.

6. What are you looking forward to the most about your second year at the Academy?

I am looking forward to taking more specific classes that will get me closer to my major in Botany and choosing classes that will benefit me specifically for where I want to be in life.

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By Corey Alderdice

Jones, Pritchett Named Candidates for 2010 Presidential Scholars Program

March 16, 2010 | News, People, Student Success | No Comments

Jordan Jones (Kenton ’10) and Sarah Pritchett (Clark ’10) are among sixty high school juniors and seniors completing high school at the Carol Martin Gatton Academy of Mathematics and Science in Kentucky.

At this time of the year, their thoughts—and those of other seniors across the country—are on college admissions and scholarships. Recently, the two students received word that they’re part of a group even more select than the Gatton Academy.

Both Jones and Pritchett were named candidates for the 2010 Presidential Scholarship Program.

For Jones, the news of the honor came as a bit of a surprise.

“I’m more excited now that I understand what the program is,” she said. “Before I got nominated, I’d never heard of it. It’s nice to receive recognition for doing well on a standardized test, but intimidating at the same time, because I know every other candidate performed well, too.”

All graduating high school seniors who are citizens of the United States and have scored exceptionally well on either the SAT or the ACT college admission test during the two-year window that begins in September, 2007 and runs through October, 2009, are automatically considered for participation.

For Academy students, the ACT and SAT are tests they have experienced since middle school.

“I didn’t ever get too nervous about the ACT and SAT,” Pritchett said. “In fact, I think I felt more relaxed taking them than I do when I take regular exams for one of my classes. It also helps me to take each

section as it comes, instead of focusing on the fact that the entire test will take three to four hours.”

The U.S. Department of Education then looks at test records for the top 30 males and top 30 females in each of the states/jurisdictions. The combined file of scores from the top male examinees and top female examinees are then ranked from high to low in each state. The scores associated with the top 20 male examinees and top 20 female examinees are used to identify the candidates in each state. When ties occur in the cut off score, more than 20 persons of that gender are selected in that state.

After being notified of their selection, Jones and Pritchett submitted candidacy materials, including essays, self-assessments, secondary school reports, and transcripts. Candidates are evaluated on their academic achievement, personal characteristics, leadership and service activities, and an analysis of their essay.

Many of those achievements and experiences will come from the time they’ve spent as students at the Gatton Academy.

“The Gatton Academy has provided me with so many opportunities that I wouldn’t have had at a regular high school,” Jones said. “Besides receiving a more rigorous education, I’ve developed good relationships

with the professors and great friendships with other students–from Gatton and WKU–and I’ve been able to pursue interests outside of academics. There are still difficult moments, but at the end of each day I remember how thankful I am to have this privilege. I can’t imagine what my life would be like without the Gatton Academy.”

Pritchett added that the Academy helped her grow both academically and as a person.

“Choosing to apply to the Academy was one of the best decisions I have made,” she said. “It has opened so many opportunities, from research to the chance to be a part of such a close community.”

Later this month, approximately 500 semifinalists are chosen by an independent, national committee of educators convened by the Commission on Presidential Scholars. Six to twenty semifinalists are identified for each state/jurisdiction by the review committee. The number of semifinalists identified per state/jurisdiction is based on a proportionate number of test takers for that state.

In April, the Commission on Presidential Scholars makes the final selection of the 121 students. One young man and one young woman are chosen from each state, the District of Columbia, the Commonwealth of Puerto Rico, and from families of U.S. citizens living abroad. In addition, up to 15 students are chosen at large.

A list of students nationwide selected as Candidates for the President Scholars Program is available online at: http://www2.ed.gov/programs/psp/2010/candidates.pdf.

For more information, contact Corey Alderdice (270) 745-6565.

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By Corey Alderdice

Video: Legislators, Students & Educators Celebrate Gifted Education Week 2010 in Frankfort

February 12, 2010 | Gifted Ed Week, News, People, Video | No Comments

Gifted Education Week 2010 Proclamation Event in Frankfort from Gatton Academy on Vimeo.

The proclamation signing announcing Gifted Education Week in Kentucky was made in the Capitol Rotunda in Frankfort on January 27, 2010. Gifted students and educators shared the event with performances, speeches, and a reading of the proclamation. The event was sponsored by the Kentucky Association for Gifted Education. Learn more about KAGE online at www.wku.edu/kage.

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By Corey Alderdice

Gatton Academy Class of 2009 Improves ACT Scores

August 19, 2009 | Academics, News | No Comments

Scantron

Recent graduates of the Carol Martin Gatton Academy of Mathematics and Science in Kentucky saw improvement in ACT scores from their junior to senior year of study in the program.

On Wednesday, the Kentucky Department of Education announced the results of the 2009 ACT for all public schools. Gatton Academy students outpaced their peers, receiving an average composite score of 29.0 out of 36 possible points on the exam — a score 9.6 points ahead of the statewide average.

The ACT, which assesses English, reading, mathematics and science and is scored on a scale of 1 to 36. This is the first year in which all graduating Kentucky seniors are estimated to have completed the exam.

In the individual subjects, Gatton Academy students scored an average of 29.1 in English, 29.1 in mathematics, 29.0 in reading and 28.4 in science.

Academy Administrators were most excited about the steady increase of scores by 2.5 points from students’ admission to the program in 2007 to their graduation in May.   The Class of 2009 scored an average composite of 26.5 upon admission to the program in March 2007 and later increased their scores to 28.3 in March 2008.

Dr. Christopher “Pokey” Bowen, assistant director for counselor services, contributed part of the increase to student’s familiarity with the exam.  “I believe it shows that our students really get exposed to relevant material through the Academy’s curriculum, which enables our students to apply this knowledge when taking the ACT,” Bowen noted.  “Students also become more exposed to the ACT format through practice exams and review sessions.”

Bowen also expressed pride in the students’ work ethic and resolve that played in role in increased scores.   “These elements really increase our student’s self confidence, which ultimately helps them have an increased positive experience with the ACT exams,” Bowen said.  “This 2.5 point average increase in less than two years, really helps them increase their scholarship and college/university options.  It’s not just about the score.  It is really about the process and growth that a student is exposed to, teaching our students that if you work hard, if you put in the time, there will be a positive result.”

For more information, contact Corey Alderdice at 270-745-6565.

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By Corey Alderdice

Kentucky Dept. of Education: More Public School Graduates Take the ACT

August 19, 2009 | Academics, News | No Comments

Press Release from the Kentucky Department of Education

The number of public high school graduates taking the ACT increased by more than 14,000 from 2008 to 2009, the Kentucky Department of Education and the Council on Postsecondary Education announced today.

This is the first year in which ACT, Inc. has provided Kentucky with separate scores for public school students for the national data release. The number of Kentucky public school students whose scores are presented in this data was 41,099, a significant increase from 2008’s 26,610. This increase is due in part to the requirement that all public school 11th graders participate in the ACT. To compile information for the release of graduating class data, ACT, Inc. used students’ scores from the last time they took the test, and many public school 11th graders in Kentucky did not take the ACT again as 12th graders.

The 2009 composite for Kentucky public school students is 19.1, compared to 2008’s composite of 20.6. Nationally, the 2009 composite score was 21.1, the same as that for 2008. The national composite score includes both public and non-public school test-takers.

ACT indicates that a larger pool of test-takers tends to lead to lower overall scores.

2005

2006

2007

2008

2009
KY PUBLIC SCHOOL GRADUATES

38,124

38,524

39,666

41,262

N/A

(Final data is unavailable at this time.)
KY PUBLIC SCHOOL STUDENTS TESTED

25,087

24,930

25,988

26,610

41,099
PERCENT OF GRADUATES TESTED

65.8%

64.7%

65.5%

64.5%

100% (expected)
ENGLISH AVERAGE SCORE

19.7

20.0

20.0

20.2

18.3
MATHEMATICS AVERAGE SCORE

19.6

19.8

19.9

20.0

18.7
READING AVERAGE SCORE

20.7

20.9

21.0

21.3

19.4
SCIENCE AVERAGE SCORE

20.3

20.4

20.5

20.6

19.4
COMPOSITE

20.2

20.4

20.5

20.6

19.1

“The good news is that we now have identified hundreds of additional students who, in previous years, would not have been identified as having college aspirations,” said Education Commissioner Terry Holliday. “Our goal is to prepare ALL of our children for career and postsecondary work. While we have work to do, the alignment of Senate Bill 1, Race to the Top and numerous other Kentucky reform efforts are now focused on the right stuff – preparing children for their future, not our future.”

“These test results emphasize the importance of Senate Bill 1,” said Robert King, president of the Council on Postsecondary Education. “SB1 compels a critical partnership between P-12 and higher education for the purpose of increasing the number of young people who attend college, persist and earn a degree.”

Senate Bill 1, passed in the 2009 session of the Kentucky General Assembly, calls for a complete revision of the state’s assessment and accountability system for public schools. The bill’s provisions include a revision of academic standards to be based on national and international benchmarks with the goal of increasing the rigor and focus of subject-area content.

The overall ACT Assessment consists of tests in four areas: English, mathematics, reading and science reasoning. ACT, Inc. recommends that college-bound students take four or more years of English; three or more years of mathematics (including Algebra 1, Algebra 2 and geometry); three or more years of social studies; and three or more years of natural sciences. ACT, Inc. defines specific courses in these areas. Kentucky’s graduation requirements define four credits in English; three in mathematics; three in social studies; three in science; one in history and appreciation of visual and performing arts; and one-half each in health and physical education.

ACT, Inc. developed College Readiness Benchmarks in English, mathematics, science and reading, with research indicating that students who reach those have a 50 percent chance of obtaining a B or higher or about a 75 percent chance of obtaining a C or higher in the corresponding credit-bearing college course. The benchmark scores are:

§  18 or higher on the ACT English Test

§  22 or higher on the ACT Mathematics Test

§  21 or higher on the ACT Reading Test

§  24 or higher on the ACT Science Test

Percentages/Numbers of Kentucky Public School Students

Meeting ACT College Readiness Benchmarks

ENGLISH

MATHEMATICS

READING

SCIENCE

ALL FOUR

%

#

%

#

%

#

%

#

%

#
2005

63%

 15,805

31%

 7,777

47%

 11,791

21%

 5,268

15%

 3,763
2006

65%

 16,204

32%

 7,978

49%

 12,216

22%

 5,485

17%

 4,238
2007

66%

 17,152

33%

 8,576

49%

 12,734

23%

 5,977

17%

 4,418
2008

66%

 17,563

33%

 8,781

51%

 13,571

24%

 6,386

18%

 4,790
2009

52%

 21,371

24%

 9,864

39%

 16,029

18%

 7,398

13%

 5,343

Some of the drops in percentages of Kentucky public school students meeting the benchmarks can be attributed to the larger population of students who took the ACT and to some students’ status as 11th graders who have not yet completed all of the credits necessary for graduation.

Many Kentucky colleges and universities use ACT scores to inform admissions decisions and to place students in appropriate college courses. ACT scores also are used, along with high school grade point averages, to determine the amount of money high school graduates are eligible to receive through the Kentucky Educational Excellence Scholarship program.

In comparing Kentucky with the nation, the widest gaps in performance among students were in overall English and mathematics scores (2.3 points), and the smallest was in science (1.5 points).

Kentucky’s African-American public school students’ average composite score was 0.6 points lower than the national average for African-American students. At both the national and state levels, the gap between the performance of African-American and white students persisted.

AVERAGE KENTUCKY PUBLIC SCHOOL ACT COMPOSITE SCORES BY ETHNICITY — 2005-2009

2005

2006

2007

2008

2009

#

Score

#

Score

#

Score

#

Score

#

Score
African American

1,969

16.9

2,043

17.1

2,127

17.0

2,278

17.4

3,622

16.3
American Indian

94

20.1

69

19.4

75

18.9

84

19.2

679

15.8
Asian

354

22.2

330

22.2

353

21.9

336

22.5

507

21.1
Hispanic

265

19.1

332

19.4

357

18.9

389

19.6

937

17.1
White

21,146

20.5

20,524

20.7

20,940

20.8

22,169

20.9

31,891

19.6
Other/No Response

1,259

20.1

1,632

20.5

2,136

20.8

1,354

21.1

3,463

17.8

The composite score gaps between public school males and females of all ethnic groups in Kentucky were minimal in most subjects, with males posting a composite score of 19.0 and females a score of 19.2. On ACT, which offers only multiple-choice questions, males tend to outscore females in mathematics and science, and females tend to outscore males in English and reading.

Kentucky is one of only a few states that has implemented the Educational Planning and Assessment System (EPAS) from ACT, Inc. and, through 2006’s Senate Bill 130, administers the ACT to all public school juniors. The state assesses public school 8th graders using the EXPLORE test and assesses public school 10th graders with the PLAN test through EPAS.

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By Corey Alderdice