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Yahoo!
News, MyHero.com, The Pueblo Chieftain
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All three media outlets have featured the Civic Education Project. |
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Chicago Parent
Spring 2004
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"The advantage of differentiation is it keeps gifted students
with other children their age, says Paula Olszewski-Kubilius,
director of the Center for Talent Development at Northwestern
University. 'But', she says, 'in many classrooms, differentiation
doesn't really occur'.
That's because teachers often don't have the tools they need
to serve children at varying levels of achievement', she says.
'One study showed that teachers found it easy to pretest students
to determine whether they already knew the material. But then
they didn't know the third- or fourth- grade curriculum,' she
says. 'Without that knowledge', she says,'teachers may simply
take the gifted kids and assign them to tutor the other children,
or give them classroom responsibilities-grading papers, for example."
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The
Daily Northwestern
January 30, 2004
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"I met Jordan in Fall Quarter 2002, when I
worked for NU's Center for Talent Development. Jordan and about
500 mini-geniuses attend weekly classes on campus as part of the
Saturday Enrichment Program. Instead of watching cartoons, they're
taking courses such as "Road to the White House," about
campaigns and debates, and "Electrical Explorations,"
about batteries and circuits. Older students, grades 6-9, take advanced
math and writing classes, some of which grant high school credit."
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Understanding Our Gifted
Winter, 2004
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"During the summer and on weekends, it is not unusual to see
many children, the youngest holding their parents' hands, walking
to classes amongst the beautiful landscaping and old buildings of
Northwestern University on Lake Michigan's shores in Evanston, Illinois.
The Center for Talent Development (CTD) has been offering services
and programs to gifted students, their families, and their teachers
since its founding by Joyce VanTassel-Baska in 1982. The mission
of CTD is to provide a variety of venues for gifted children to
receive challenging coursework and experience supportive learning
environments...."
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Baltimore Sun
July 14, 2003
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"Reading about poverty is different than actually
seeing it, said Rob Donahue, director of the center's Civic Leadership
Institute. "You get a true understanding of its effects when
it becomes three-dimensional." |
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Sacramento Bee
July 5, 2003
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"..it's just one avenue among many for students to make a difference
in their communities, said Rob Donahue, director of the Civic Education
Project at Northwestern University.
Since 1997, Donahue has provided students a chance during school
breaks to work on projects such as delivering meals for homebound
AIDS patients in Boston and helping build affordable homes in Appalachia.
Such "service learning" projects, including those offered
by AmeriCorps, "help bridge the gap between objective ideas
and the real world," Donahue said. "Learning doesn't just
have to happen in the classroom from 9 a.m. to 3 p.m."
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Monitor on Psychology (Publication of the American Psychological Association)
May 2003
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"If gifted students
never meet a challenge in school, they may not develop the coping
skills necessary to persevere through challenges later in life, notes
Paula Olszewski-Kubilius, PhD, director of the Center for Talent Development
at Northwestern University." |
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CBS MarketWatch
April 8, 2003
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"..other online programs for gifted students are:
Northwestern University's Center for Talent Development, offered
to children in 4th through 12th grades, with courses lasting about
nine months and costing from $285 for the younger grades to $700
for an advanced-placement physics course."
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Roeper Review
Spring, 2003 |
"We need to find and nurture the development of promising, very young children from marginalized backgrounds. It may well be possible to mount elementary programs like Olsziewski-Kubilius's Project EXCITE, designed for long-term rather than short term payoff." - from an interview with gifted specialist Nancy Robinson |
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Milwaukee Journal Sentinel
January 27, 2003
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Justin Lock, a student for Highland Park, Ill., attended the Northwestern
Summer program last summer and described it:
"(CTD's) academic environment is so different from school,
' Lock said. 'Accelerated classes that emphasize learning, and not
grades; community, and not competition...CTD also provided me with
enthusiastic and dedicated teachers who can give meaningful feedback
about my progress."
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USA Today
January 12, 2003 |
"...(Paula) Olszewski-Kubilius about a hypothetical seventh-grader who scores a 650 on the SAT Math section. 'That means intellectually she's functioning at a college level and college level for a pretty bright student, she says. 'She's ready for an accelerated course of study. She doesn't need to spend nine months doing algebra.'" |
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Observer (NU news)
Fall 2002
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"Working to close the gap: Project EXCITE helps prepare minority
students for rigors of high school science
Project EXCITE- the unprecedented collaboration between Evanston-Skokie
School District 65, Evanston Township High School (District 202)
and Northwestern University's School of Education and Social Policy is designed to help close the well-documented academic achievement
gap between minority and non-minority students-completed its second
year in June."
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Chicago Daily Herald
May 30, 2002 |
"...two Quest Academy fifth-graders distinguished themesleves having scored above the 98th percentile on the EXPLORE test, a test usually administered to eighth- or ninth-graders. From over 25,000 students invited to participate in the Talent Search for junior high students, four Quest Middle School students...scored abover the 99th percentile on the SAT or the ACT as compared to the other students who took the test this year..." |
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Northwestern News
September 2001
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"Twenty-four third graders from Timber Ridge, Lincolnwood
and Orrington elementary schools participated in the first year
of Project EXCITE.
The seven-year program -- an innovative collaboration between District
65, District 202 and the Northwestern University School of Education
and Social Policy -- is designed to help close the academic achievement
gap between minority and non-minority students and promote their
high achievement from second or third grade onward, helping prepare
them for advanced ETHS courses."
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Northwestern News
December 13, 2000
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"Coordinated by the University's Center
for Talent Development and starting in early 2001, Project EXCITE
would annually recruit 20 minority third grade students from Lincoln,
Orrington and Timber Ridge schools. The Center, which is a part of
Northwestern's School of Education and Social Policy, has been a leader
in the education of gifted young people since 1981." |
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LIFE Magazine
September 21, 1999
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"Even now, most talent search programs provide documentation
but generally let parents work out credit issues with schools. One
exception is Northwestern's Center for Talent Development (CTD),
which earned accreditation from the North Central Association of
Colleges and Schools to offer high school credit.
'Accreditation gives CTD more credibility with school, and it better
positions the center as a partner in providing educational options
for talented students,' says CTD director Paula Olszewski-Kubilius.
'I feel kind of frustrated the talent searches haven't had more
impact on schools.'"
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| Chicago Sun Times
June 1, 1999
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"Northwestern's program attracts 32,000 junior high students
a year who take the SAT and ACT. Students who do well on the tests
are inundated with mail from colleges and universities that are
recruiting them for summer academic programs.
'Many gifted students are used to being the smartest kid in class,
and need an extra challenge,' said center director Paula Olszewski-Kubilius.
'The two main advantages are that they're working beyond their comfort
level and they're in class with other kids like themselves,' she
said."
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Chicago Sun Times
July 7, 1998
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"Carroll and Snopek are part of the summer Apogee
program at Northwestern's Center for Talent Development, which offers
a variety of programs for gifted children. For three weeks, they and
more than 1,000 other brainy Midwestern kids converge on the Evanston
campus to bite into courses too grown up for junior high - courses
such as Engineering and Physics, Time and Design (architecture), and
Philosophy." |
