Gatton Academy Articles

A small proposal submitted to the Kentucky Council of Higher Education in 1997 marked the beginning of a 10-year advocacy journey that led to the opening of The Gatton Academy. As with many advocacy plans, there were times of encouragement and others fraught with disappointment.

This article describes the model for The Gatton Academy of Mathematics and Science in Kentucky where young people can extend their learning through university classes, global experiences, and research.

This article describes the Carol Martin Gatton Academy of Mathematics and Science in Kentucky, a residential high school for juniors and seniors supported by the state budget.

Ten years of advocacy targeted at establishing a statewide residential school of mathematics and science offers valuable lessons. These lessons can be applied to other advocacy efforts and generalized beyond this particular example.

This article profiles public-private partnerships and networks established by The Gatton Academy of Mathematics and Science. Authors discuss relationships and partnerships cultivated to extend student learning opportunities beyond what public support provides.

Tim Gott, former Director of The Gatton Academy, shares five core lessons learned from his experience in the inaugural years of The Gatton Academy that have influenced his life. 

For some educators and legislators, the ideal classroom situation may be one in which no child is left behind, but, for Dr. Julia Link Roberts, Founding Director of The Center for Gifted Studies and Executive Director of The Gatton Academy of Mathematics and Science, that scenario sets the bar too low. 

This dissertation’s focus is at the intersection of study abroad, impact assessment, and a population of gifted and talented students at The Gatton Academy. A summative impact evaluation was conducted to assess effects of Gatton Academy study abroad programs on student participants’ perceptions of peer belongingness, mentor belongingness, and personal growth and development.

This study focuses on one of the latest types of high school models – specialized secondary schools. In particular, the intent of this study was to assess whether high ability students in The Gatton Academy of Mathematics and Science demonstrate between-group differences from their high ability peers in traditional high schools in the areas of academic achievement, college readiness, and perceptions on the high school experience.

The goal of this qualitative study was to gain insight into which personal factors most affect student adjustment in a state residential STEM school. Factors from Tinto’s Model of Institutional Departure were used as the framework to capture the transition of gifted high school students from traditional high school to The Carol Martin Gatton Academy of Mathematics and Science in Kentucky, a statewide residential STEM school.