Talent searches for seventh and eighth graders have extensive empirical support, and the model has been successfully extended to elementary students. Research has focused on participants earning high scores on above-level tests, however, not typical participants. Here, 697 families and 93 schools that participated in the Carnegie Mellon Institute for Talented Elementary Students (C-MITES) Elementary Student Talent Search (ESTS) completed follow-up surveys designed to measure the typical participant’s satisfaction with the program and use of test scores. Families were very satisfied with their ESTS experience, but above-level test scores were not often used by schools. The most common use of the scores was to qualify students for extracurricular programs. School personnel appear to lack understanding of the information to be gained from above-level test scores despite literature provided to them by the talent searches. Talent search organizations need to find creative ways of educating schools about their services so that benefits to all participants can be maximized.
PUTTING THE RESEARCH TO USE:
The results of this study indicated that, despite the long history of talent searches, problems still exist in publicizing them and helping school personnel understand the benefits of above-level testing, at least for elementary students. Responses from school personnel suggested that lack of familiarity with elementary student talent searches partially explains the reluctance of schools to advertise the talent search opportunity or use above-level test scores in educational planning. Those who are unfamiliar with the concept of above-level testing may have difficulty incorporating such test scores into their work in a manner useful to them in their school settings. Therefore, talent searches may need to focus on the needs of schools by revising materials so that they are easier to interpret and use. For example, initial materials might focus more clearly on benefits of ESTS participation to schools and student, with the more technical details (eligibility requirements, registration procedures) following later in the materials or in subsequent mailings. Because some school personnel noted that they find the paperwork associated with the ESTS to be too extensive, schools might benefit from shorter score interpretation materials than those provide to the parents of ESTS participants.