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37^ the Historical Development of the Texas 37^ MSU H6. THE HISTORICAL DEVELOPMENT OF THE TEXAS ACADEMY OF MATHEMATICS AND SCIENCE 1987-1992 DISSERTATION Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF EDUCATION By Cindy F. Stride, B.S. Ed., M. Ed. Denton, Texas May, 1996 37^ MSU H6. THE HISTORICAL DEVELOPMENT OF THE TEXAS ACADEMY OF MATHEMATICS AND SCIENCE 1987-1992 DISSERTATION Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF EDUCATION By Cindy F. Stride, B.S. Ed., M. Ed. Denton, Texas May, 1996 UU C("14A Stride, Cindy F., The Historical Development of the Texas Academy of Mathematics and Science 1987-1992. Doctor of Education (Higher Education), May, 1996, 294 pp., bibliography, 513 titles. This study is a historical analysis of the significant events that led to the creation and evolution of the Texas Academy of Mathematics and Science (TAMS), from 1987 through 1992, and a description of the key individuals contributing to the development of the program. Included is a historical review of early college entrance and acceleration practices in the American educational system. In addition, the development of residential programs for mathematically and scientifically precocious high school-aged youths is offered. On June 23, 1987, the Texas Academy of Mathematics and Science was established by the 70th Texas Legislature. Though fourth in a line of special programs created for mathematically and scientifically able high school-aged youths, the TAMS model significantly deviated from its predecessors. Only the accelerative TAMS model would offer a college curriculum taught by college faculty and the opportunity to concurrently complete the last two years of high school and the first two years of college. From the inception of the program in 1987 through 1992, changes would occur. From 1987 through the summer of 1988, the development of the curriculum, student life program, and admissions process took place. From 1988 through 1989 the inaugural class was introduced to the program, and legislative funding was approved in the 71st Texas Legislative Session. From 1989 through 1992, the program further expanded to an enrollment of 335 students who were assisted by more than thirty full and part-time staff members. The academic, admissions, and student life components further evolved to better identify, recruit, and nurture the intellectual and emotional development of these gifted adolescents. In 1992 the TAMS program was selected for the "Texas Excellence in Higher Education Award," for outstanding contributions to higher education within the state of Texas. In addition, one nationally acclaimed authority on programs for gifted youth, Julian Stanley, hailed the TAMS model superior in approach to all other similar existing schools. From 1987 through 1992, the Texas Academy of Mathematics and Science metamorphisized to become an award winning, nationally acclaimed accelerative model for mathematically and scientifically gifted high school-aged youth. Copyright by Cindy F. Stride 1995 111 ACKNOWLEDGMENTS The author wishes to express her appreciation to the many individuals who contributed to the success and completion of this project, for truly a doctorate is not the result of one person's effort. To Richard Rafes I extend thanks for giving me the idea for this study and for his contagious enthusiasm for the project. My mother, Dr. Georgia Flanagan, served as both typist and editor, and has always been my inspiration and staunchest supporter. My supervisor and good friend, Dr. Elisabeth Warren, allowed flexibility in the work place, as well as unconditional support. Dena Bruton-Claus, Gayle and Russell Elleven, Diana Forson, Royce Jones, Patrick Ramos, Tara Stopfel, and the wonderful people with whom I work in the UNT Housing Department provided needed moral support. I am particularly indebted to the many individuals who granted interviews, to the staff of the UNT Archives, and to the TAMS administration and employees who afforded access to the TAMS Archives. I would also like to thank Charlotte Wixom for her formatting and editing assistance. In addition, I am sincerely grateful to my committee: major professor, W. A. Miller, minor professor, Dennis Engels, and committee members James Miller, Annetta Ramsay, and Howard Smith. These individuals provided the guidance, humor, and support needed to achieve this mammoth endeavor. A final, special thanks is dedicated to my husband John, without whose love and support I could not have survived this battle. It was truly a shared sacrifice and victory. IV TABLE OF CONTENTS Chapter Page I. INTRODUCTION 1 Introduction to the Study Statement of Purposes Background and Significance of the Study Research Design Methods and Procedures Limitations Historical Context of the American Acceleration Debate and Gifted Child Movement Summary H. CHRONOLOGICAL DEVELOPMENT OF TAMS THROUGH 1992 32 From Concept to Legislative Establishment Evolution of Program Through 1992 m. TAMS ACADEMIC PROGRAM 79 Creation of Academic Program The Curriculum TAMS Faculty and Research Opportunities Academic Policies and Requirements Additional Activities and Components Evolution of Academic Program IV. TAMS ADMISSONS CRITERIA AND RECRUITMENT EFFORTS 114 Admissions Criteria and Recruitment Efforts Evolution of the Program Through 1992 V. THE TAMS STUDENT LIFE PROGRAM 136 Creation of Student Life Program Student Life Committees Chronological Development and Description of Program Additional Student Life Program Components Final Preparations for Inaugural Class Changes in Student Life Program Through 1992 VI. KEY INDIVIDUALS INVOLVED IN DEVELOPMENT OF TAMS 208 Program Creators Those Responsible for TAMS' Evolution VH. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS FOR FURTHER RESEARCH 224 APPENDIX 234 A. Research Questions B. Interview Guide C. Texas House Bill 2079 D. Disciplinary Flow Chart BIBLIOGRAPHY 255 VI CHAPTER I INTRODUCTION The Texas Academy of Mathematics and Science (TAMS), was established as a residential program for mathematically and scientifically gifted high school-aged students by the 70th Texas Legislature on June 23, 1987. Stemming from national concern centered on the failure of the American educational system to produce students who could demonstrate competitive mathematical and scientific competency (as compared to other world powers), as well as predicted nationwide shortages in the mathematics and science fields, a new educational movement was spawned (Berger, 1992; Hurley, June 16, 1987; National Commission on Excellence in Education 1983; Southern and Jones, 1991; Stanley 1987, 1991). To better prepare American youth to successfully compete in an increasingly global, technologically sophisticated society, and to attract more to careers in the mathematics and science fields, special residential programs for mathematically and scientifically precocious high school-aged youth were established as one educational solution to meet these challenges (Benbow, 1992; Berger, 1992; Stanley 1987, 1991). This study is a historical analysis of the factors, events, and individuals that impacted the establishment and evolution of the TAMS program. Though TAMS was the fourth public, state supported, residential program to be established, the TAMS model offered a historically unique approach. Though the target population was similar, the TAMS model significantly deviated from the programs offered by its predecessors at the 1 2 North Carolina School of Science and Mathematics, the Louisiana School for Math, Science and the Arts, and the Illinois Math and Science Academy. Only TAMS would offer college course work, taught by college faculty on a college campus, and the opportunity to complete the last two years of high school and the first two years of college concurrently. The events leading to the establishment and evolution of this successful, historically unique accelerative program are of interest to historians, to individuals involved in its creation and evolution, to future TAMS participants, and to the fields of gifted and higher education. Engels (1980) examined the task and purposes of historical study and developed a rationale for increasing such studies. In his article, "Looking Forward Via Hindsight: A Rationale for Reviewing our Ideological Roots," he urged the need for additional emphasis on historical studies in articles and dissertations. Engels noted,"... while so many significant contributors are available to reflect on their insights and contributions, the time seems entirely appropriate to continue and embellish this recent attention to our roots for the sake of a richer future" (p. 185). This study is intended to provide useful information concerning the development of this program from its inception in 1987 through its evolution up to 1992. The events occurring after June 1992 are not the subject of this study. The information derived from historical research of the field of education enables educators "to understand the how and the why of educational movements that have appeared and ... that continue to prevail" (Best, 1970, p. 76). This understanding can assist in the differentiation between trends which offer lasting contributions versus the short-lived fad. Information gained through 3 historical research can be of great benefit to current and future generations (Borg and Gall, 1983). Other than a limited number of general articles, various TAMS publications, newspaper
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