To cite this article: Donna Rae Clasen (2006) Project stream: A 13-year follow-up of a pre-college program for middle-and high-school underrepresented gifted , Roeper Review, 29:1, 55-63 To link to this article: http://dx.
JL for sThis current, longitudinal study addresses two critical issues related to underrepresented gifted: identification and programming. As a follow-up of minority and low-income students identified as gifted in middle school, the study provides insight into the potential predictive value of specific gifted attributes on later academic performance: high-school graduation, matriculation in an institution of higher learning, and completion of a college degree. Findings support the value of multiple forms of identification, specifically in problem-solving, teacher identification of leadership ability, and grade point average. The study also evaluates the impact on academic outcomes of a longterm, university/school pre-college partnership program for middle-and senior-high-school underrepresented gifted. Results show a significant relationship between the level of student involvement in program activities and successful achievement of academic outcomes.