Our program evaluation research includes formal assessments of how participation in TIP has impacted the well-being of its participants.
Brounstein, P.J., Holahan, W., & Dreyden, J. (1991). Change in self-concept and attributional styles among academically gifted adolescents. Journal of Applied Social Psychology, 21, 198-218.
Brounstein, P.J., Holahan, W., & Sawyer, R. (1988). The expectations and motivations of gifted students in a residential academic program: A study of individual differences. Journal for the Education of the Gifted, 11, 36-52.
Li, Y., Alfeld, C., Kennedy, R. P., & Putallaz, M. (2009). Effects of summer academic programs in middle school on high school test scores, course-taking, and college major. Journal of Advanced Academics, 20,404-436.
O'Keefe, P. A., Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2012). Shaping achievement goal orientations in a mastery-structured environment and concomitant changes in related contingencies of self-worth. Motivation and Emotion.
Petersen, N.M., Brounstein, P.J, & Kimble, G.A. (1988). Evaluation of college level coursework for the gifted adolescents: An investigation of epistemological stance, knowledge gain and generalization. Journal for the Education of the Gifted, 12, 46-61.
Schiel, J. (1998). Academic benefits in high school of an intensive summer program for academically talented seventh graders. ACT Research Report Series, 98-4. PDF
Schiel, J. L., & Stocking, V. B. (2001). Benefits of TIP summer residential program participation, as reflected by subsequent academic performance in high school. In N. Colangelo & S.G. Assouline (Eds.),Talent development IV: Proceedings from the 1998 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 435-438). Scottsdale, AZ: Gifted Psychology Press.