What is WCATY?

WCATY is the Wisconsin Center for Academically Talented Youth, Inc. The mission of WCATY is to nurture Wisconsin's most academically talented students by providing and encouraging programs that support, motivate, and challenge the WCATY's philosophy emphasizes that rigor in the curriculum, high expectations for student achievement, and a student's personal passion for learning must work in concert if talented students are to excel academically.

Substantiating this vision will be:

• Our unique commitment to providing year-round, state-wide programs for academically talented youth from the elementary grades through high school.

• Dedication to identifying and serving a broad and diverse pool of students in communities throughout Wisconsin.

• Growing summer programs with a demonstrable impact on the academic and personal development of participants.

• District Co-op programs in every interested school district in Wisconsin.

• Children of Promise programs in every district in the state with significant concentrations of economically disadvantaged children.

• Talent recognition and mentorship programs that celebrate and encourage intellectual and personal development.

• Cooperative relationships with every important group of stakeholders, including the legislative and executive branches of government.

• Fiscal stability, including cost-effective programs and adequate annual support, endowment and reserves.

Wide recognition among the state's opinion leaders of WCATY's distinctive and critical role in preparing a generation of future leaders.

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How many students participate in WCATY programs?

Our summer residential programs typically accept around 100 students each. WCATY tries to limit each class to 16 students. Online courses vary depending on subject matter and the number of students the online instructor feels he or she can effectively moderate through an online forum. Typical online courses average 20 students. Of course, enrollment numbers will also vary depending on the number of students who registered, and the nature of the event offered. Thousands of students have participated in WCATY programs since WCATY began in 1991.

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What are the costs of summer programs?

WCATY works hard to keep the costs as minimal as possible for all programs, but realizes that even the lowest tuition can be too much for some families. That is why we offer financial aid and scholarships to every participant who shows a need for it.

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As a non-profit, where do your operating costs come from?

Nearly 60 percent of our income is from the gifts and grants of individuals, corporations, and foundations. Tuition revenue accounts for just less than 30 percent, and membership fees provide the remaining 4 percent. WCATY has never been subsidized by federal or state funding and receives no federal or state grants.

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It seems only economically advantaged kids could afford the program fees. Is WCATY really exclusive?

We are open to students of all races, religions, sexual orientations, backgrounds, and residences from all areas of the state. We have financial aid available for middle-income families as well as poverty-level families from Wisconsin. We offer merit scholarships to students from Wisconsin. We offer payment plans to help families afford the cost of our programs, as well as payment by credit card. Gifted kids come from all socio-economic groups, and it's our mission to serve all of these groups. In addition, WCATY accepts out-of-state applications for summer programs. However, financial aid is not available for out-of-state students.

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Are WCATY programs only for students who take the SAT, ACT, or EXPLORE?

We primarily identify students through Midwest Academic Talent Search, but look for and serve students who qualify through alternate means.

Specific requirements for course eligibility can be found by visiting Programs for Students and following the link to the desired program.

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Studying in the summer doesn't sound like fun. Will a WCATY program be enjoyable to me?

WCATY kids often describe their courses as "awesome." We encourage the social and emotional development of students through our programs. We focus on offering fun, interactive activities; leadership programs; and the opportunities to make lasting friendships with like-minded peers. Our programs are intensive academically, but are not just about sitting in one place, studying all day.

Other kids tease me because I'm so smart. Why would I want to hear that all summer?

We challenge kids to their fullest potential by teaching them in a supportive, encouraging environment. You will be with other students who face the same pressures at school that you face, and the WCATY counselors and instructors are sensitive to the needs of academically gifted kids. The thing WCATY kids tell us the most is they love finding friends through our programs!

If I'm not on the honor roll at school, am I eligible for WCATY programs?

Yes! You don't need a 4.0 to be a WCATY kid. We're not "all about" grades.

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How does WCATY identify academically talented students?

WCATY identifies academically talented youth through its affiliation with Midwest Academic Talent Search (MATS). MATS is coordinated through the Center for Talent Development (CTD) at Northwestern University. Recognizing that there are many different kinds of talent, each with its distinct assessment and development needs, WCATY has chosen to focus its efforts on behalf of students with high academic ability. For more information, contact CTD, www.ctd.northwestern.edu, 847-491-3782.

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What is WCATY's relationship with CTD?

To put it simply, CTD identifies those students for whom WCATY will provide programs and services. Once students have signed up for either the ACT, SAT, or EXPLORE test through CTD, WCATY receives data from CTD about all Wisconsin participants. Through the remainder of their high school career, these students automatically have access to services and programs provided by WCATY.

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What exactly is the Midwest Academic Talent Search (Formerly Midwest Talent Search)?

MATS is a vehicle through which bright 7th- and 8th-grade students (and, in some circumstances, 6th-graders) in Wisconsin can take the ACT or SAT I tests. These are the same tests designed to assess 11th- and 12th-graders' potential for college-level work. Bright 4th-, 5th-, and 6th-graders (and 3rd graders that score in the 97th percentile) can take the EXPLORE test which was created by the American College Testing service, the same organization that developed the ACT. Normally given to 8th-graders, the test serves to remove the ceiling these younger students have reached on in-grade achievement tests and show their true potential for academic learning.

To participate in MATS, students must score at the 95th percentile or above on a nationally normed, standardized achievement test. Students who score at such high ranges on these standardized tests have often reached the "ceiling" on these tests. This means their potential for learning beyond grade level is not being measured thus making it difficult to have a complete picture of their learning needs. The EXPLORE, SAT I or ACT help to take this ceiling off so we can see just how far they are capable of going academically. More than 20 years of extensive research shows that these tests are a valid measure to be used for the Talent Search purpose.

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What criteria are used for inviting students to participate in MATS?

Students must be in third through ninth grade at any age to qualify for MATS and can qualify via any of the following:

• Sixth graders must score in the 97th percentile or above on a nationally normed, standardized achievement, aptitude or abilities test to be considered for the ACT or SAT. Third graders must be in the 97th percentile or above for the EXPLORE. Scores can be from the Verbal, Math, or Composite score or sub-score.

• A score of > 670 in Reading or > 655 in Math in the Wisconsin WCKE.

• Past Talent Search participation.

• Qualifying for your school gifted program.

Nomination by a parent or teacher. Nominated students should:

• Demonstrate advanced aptitude in verbal or mathematical reasoning.

• Consistently perform in the top 5 percent.

• Perform exceptionally well in academically demanding course work in school.

• Be consistently looking for more challenging experiences.

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What if my child's school does not administer achievement tests or my child has not taken a test within the past four years?

CTD has made arrangements to offer MATS to such students. You may complete what is called a parent nomination. It is recommended that you have a clear sense of your child's high academic ability before you register. Some criteria to consider are exceptional performance in academically demanding class work in school, consistent placement in the top 5 percent relative to age-mates, demonstration of unusually advanced aptitude in verbal or mathematical reasoning, and unusual and consistent frustration with lack of challenge from the child's school experience. For information on the parent nomination, contact CTD, www.ctd.northwestern.edu, 847-491-3782.

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What are the reasons a student should take one of these out-of-level tests?

Students participating in MATS take out-of-level achievement tests that remove the test "ceiling" that often exists on grade-level tests taken in schools. Students in grades, 4, 5, and 6 usually take the ACT Explore test that is normally taken by 8th grade students. Students in grades 7 and 8 take either the ACT (American College Test) or SAT I (Scholastic Assessment Test) that are usually taken by 11th and 12th grade students in preparation for college entry.There are a number of reasons parents and school personnel should encourage eligible students to register for the MATS:

• Out-of-level tests provide useful information to students, parents, and school personnel because they give a better indication of the true level of achievement. Students usually do not get all or nearly all the test items correct as may happen with the grade-levels tests they usually take.
  
  

• The information provided by out-of-level tests is useful at the school level in selecting courses and other educational experiences for high-achieving students. Parents, teachers and counselors have a better indication of the level of difficulty appropriate for students and can select advanced, out-of-level courses more accurately.
  
  

• Taking out-of-level tests at an early age provides students with valuable experience in taking difficult tests under highly standardized and supervised conditions. This experience is valuable when the ACT and/or SAT are taken for college entrance purposes. Many students take the ACT and SAT in alternate years to gain experience and familiarity with tests used for college entrance.
  
  

• High achieving students often enjoy the challenge of taking more difficult tests, especially when there are no negative consequences associated with doing so.
  
  

• Participation in MATS enables students to enroll in challenging on-campus programs offered by the Wisconsin Center for Academically Talents Youth (WCATY). These weekend and summer programs on college and university campuses throughout Wisconsin are designed to meet the special needs of academically talented students.

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Which is better to take -- the SAT I or ACT?

Convenience of date and location of the two tests often determines which test to take. These are some additional factors to consider:

• ACT gives a more detailed breakdown of scores.

• ACT tests for science aptitude.

• Exceedingly high math SAT I scores qualify students for additional services through the Study of Exceptional Talent (SET) at Johns Hopkins University.

• SAT I is closely linked to the PSAT used for National Merit Scholarships.

• Students tend to do better on the SAT I math than on the ACT math, and better on the ACT verbal than on the SAT I verbal.

Ninth graders participating in MATS must take the ACT. This is because of the way scores are reported by SAT. When you request that SAT I scores be sent to a college, all the results of SAT I tests taken after eighth grade are reported to the school. ACT allows students to choose which scores are sent.

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Should my child study for these tests?

Should students take the tests more than once?

Students who take the EXPLORE test will not necessarily qualify for programs that require 7th- or 8th-grade SAT I or ACT scores; in other words, after EXPLORE should come the SAT or ACT. While students don't need to test every year, if they wish to do so they will have a very interesting chart of their progress. This is comparable to athletes who don't participate in a competition just once but do so on a regular basis, noting their progress and the areas in which they would like to improve. They may also want the experience of taking both tests (e.g., the ACT in 7th grade and the SAT in 8th grade). Furthermore, the more familiar a child is with the testing experience, the less daunting it will be when the scores will count for college admission.

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Fee waivers are available for both the EXPLORE and the ACT/SAT registration fees. To qualify, students must be eligible for federally subsidized assistance programs. Fee waiver requests must be made in writing on school letterhead, signed by a school official, and enclosed with the MATS application. A limited number of fee rebates are available for the ACT and SAT I; these are available on a first-come, first-served basis (see the MATS application materials for information on how to apply). A limited number of fee waivers are also available for the EXPLORE, but are also granted on a first-come, first-served basis (see the MATS application materials for information on how to apply).

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What do we receive for the fees paid to CTD?

The MATS fees pay for CTD's costs of administration and research. CTD provides students and schools with a thorough statistical analysis without which the scores are virtually meaningless. In the spring, CTD sends participants a wealth of materials including the Recommended Course Sequence, the Educational Program Guide, and a Midwest Academic Talent Search certificate for each student. Schools receive the Secondary Planning Guide and Fast-Paced Classes: A Step-by-Step Guide, as well as a score roster of all their students.

Wisconsin students also receive, at no extra charge, some additional benefits through WCATY, including notification of our programs for students. Finally, students remain in both the CTD and WCATY databases for the duration of their school careers and receive program announcements and other mailings. Participation in Talent Search means being in a vast network that puts students and schools in touch with the most up-to-date information and state-of-the-art programs and services. Actually, when you consider all these benefits, the cost is a real bargain.

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After we get the scores, how should we use the information?

Use the information to open a dialogue with your child and your child's school about curriculum and class placement. Midwest Academic Talent Search participants receive curriculum-planning information from the Center for Talent Development. Based on your child's scores, you can develop a plan to follow through high school graduation. The scores are also helpful when considering appropriate enrichment and acceleration programs offered over the summer.

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Once my child has participated in the Talent Search, is there a reason he/she should take either the ACT or SAT I – or both – again?

While a student may want to take the tests beyond Talent Search (that is, in grades 9, 10, or 11) the reasons for doing so in later grades are not as strong, and one will need to consider whether doing so is worth the time and expense. Students should be aware that the last six SAT I scores earned after 8th-grade will be sent to requested colleges and programs. In other words, students cannot be selective about which scores are sent and which are not. However, students can select, after 8th grade, which ACT scores are sent. Therefore, we advise students not to take the SAT I after 8th grade, but to wait until they are ready to apply to college (in other words, wait to take the SAT I in 11th or 12th grade). Whether the student takes the SAT I and/or ACT in 11th grade rather than in 12th grade, will depend on when they plan to apply to colleges.

As you can see, there are many fine points to consider regarding testing beyond Talent Search, and no real definitive answers. We urge you to consult your school counselor to help you with your decision.

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What are the PSAT and PLAN tests and when should my child take them?

The PSAT (Preliminary Scholastic Assessment Test) is administered by the Educational Testing Service (ETS) in the fall of the junior year to college-bound students. Colleges commonly consider these scores for recruiting purposes, and PSAT scores are used for determination of finalists in the National Merit Scholarship competition. Colleges also often use PSAT scores for distribution of their own merit scholarships. It is advantageous for academically talented sophomores, and even freshmen, to take this test. It is good practice and gets top-scoring students on top-college recruiting lists early. Also, it provides flexibility if a student should decide he/she wants to graduate from high school early. However, please note that students (under most circumstances) must retake the PSAT as juniors.

The PLAN is a pre-ACT test, and is administered by the makers of the American College Test (ACT). Students typically take the test in the fall of their sophomore year. In addition to its curriculum-based tests in English, math, reading, and science reasoning, it includes a needs assessment, a course information report, the UNIACT Interest Inventory, and the Educational Opportunity Service (EOS). The focus of the PLAN is on measuring what students know and what they are able to do with that information. It is closely related to the ACT in content and structure, so taking it is a good predictor of success on the ACT.

Please see your high school counselor for more information about PSAT and PLAN and for the test application forms.

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Should my third-grader participate in MATS?

Parents whose third graders score in the 97th percentile or above on sub-scores of a nationally standardized achievement test may want to consider having their child take the EXPLORE.

The following should be considered:

• Has your child reached the ceiling of a grade-level standardized test?

• Is a lack of information regarding your child's knowledge and skill base causing a problem of not knowing exactly his/her true potential and limiting the degree to which appropriate programming can be planned?

• Is the student ready for the strenuous challenge of taking the EXPLORE test and interested in taking the test?

If you are having difficulty making this decision, feel free to seek advice from either CTD or WCATY.

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