A N N U A L R E P O R T 2 0 1 2

The Johns Hopkins Center for Talented Youth is a nonprofit organization dedicated to identifying and developing the talents of the most promising

K-12 students worldwide.

As part of Johns Hopkins, CTY helps fulfill the university’s mission of preparing students to make

significant future contributions to our world.

McAuley Hall, Suite 400

5801 Smith Avenue, Baltimore MD 21209

410.735.4100 | ctyinfo@jhu.edu

cty.jhu.edu

“I came to CTY and...”

made ice cream in science class. saw the stars.met my new best friends. found people like me.read the best book ever. was blown away by fun and facts. learned how to write my name in hieroglyphics. learned who I am. became a robot unicorn.experienced awesomeness.ate a blue raspberry snow cone.had the most amazing time of my life.

t visit cty.jhu.edu/annualreport to view the “I came to CTY and...” video, learn more about our programs, and share your own cty experience.

Belong. Discover. Achieve. Explore. Inspire.

These are just some of the things people do

when they come to CTY.

Surely there are more. But what, exactly?

At CTY, we’re curious. So we asked our students,

parents, alumni, instructors—hundreds of them—

to complete a simple prompt:

“I came to CTY and …”

We provided the paper and crayons. They did the rest.

Their responses were smart, creative, and incredibly

diverse. They offered details about topics they learned,

skills they mastered, and friends they made. And they

shared heartfelt insights about the many ways that

CTY has influenced their lives.

Read on to discover more about the rich tapestry

of experiences that is CTY.

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Dear Friends,

Whenever I meet people who are affiliated with CTY, whether they happen to be students, parents, educators, alumni, or friends, I’m always amazed by the depth and power of their connection. For them CTY isn’t just a course in essay writing or accelerated physics, a trip to the Grand Canyon or a Grand Awards Ceremony, it’s a community—a place, both physical and virtual, where they can join in, engage, and transform.

That’s why, when I encountered the prompt that forms the theme of this year’s Annual Report, I immediately knew what I would say.

I came to CTY and found a strong community intensely and collectively focused on bringing educational opportunity to some of the most talented young people in the world. This is serious work, and even with all of us at the Center joining forces, we can’t do it alone. That’s why over the last year we’ve worked to strengthen partnerships with colleagues at Johns Hopkins University and other colleges and universities who are passionate about the same mission.

In the pages that follow, other members of the vibrant CTY community will speak for themselves about their participation. Enjoy. And thank you for coming to CTY.

Sincerely,

Elaine T. Hansen, Executive Director

“CTY took me outside of one world and dropped

me into another, like a three-week-long dream

I shared with hundreds of other kids my age.

We shared interests, from academics to music

to anime to hobbies, and it felt like home away

from home.”

Shalena Garbutt, CTY student, Gardena, California

Finding friends who share your passion for

dictionaries and Descartes. Making complex

math jokes and hearing peals of laughter.

Learning new traditions. Being yourself.

Belonging is important, especially for young people still finding their way in the world. But for students whose remarkable intellectual capacity sets them apart, finding a community of peers where they are engaged, challenged, and supported can feel like an impossible quest.

Even some of the best schools in the nation risk leaving their top students behind. A recent study by the Fordham Institute examining U.S. students who test in the 90th percentile or above found that between 30 and 50 percent of these advanced learners lost ground as they moved from elementary to middle school, or from middle to high school.

Smart kids don’t always turn out smart. When they are bored or bullied or ridiculed or neglected, some turn off and some drop out. In more than 30 years of working with and researching bright students, CTY has learned that gifted students can and must be challenged and engaged, inspired and encouraged so that their creativity, spirit of innovation, and passion for learning are nurtured and given room to flourish.

CTY knows smart kids. We know how they learn and what they need to excel. And we know how to reach out to them. Our diverse summer, online, family, and international programs reach gifted students in urban schools and rural communities, from cities and towns across the United States to more than 120 countries around the world.

Through their participation in CTY, our students and families join a thriving, diverse community of learners.

They belong.

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t visit cty.jhu.edu/annualreport for a list of top 10 passionfruit toasts from fortney “fish” stark, a cty summer programs student since 2003.

belonged

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Amelia Leff loves living on the outskirts of Fairbanks, Alaska, where the air is clear and she can admire the stars at night and the moose wandering by her window.

But like other bright students who live in rural areas, Amelia has limited access to resources available to urban gifted students—like accelerated classes in Latin and logic, college libraries, and being part of a community of academically advanced students with similar interests.

This summer through CTY’s new Rural Connections scholarship program, Amelia and 41 other low-income rural students discovered what it’s like to learn and live alongside other bright students and share everything from class projects and midnight discussions to clothes for the Friday night dance.

The three-year initiative, funded by a generous grant from the Jack Kent Cooke Foundation, will reach a total of 120 gifted, low-income seventh- through ninth-graders. Students selected for the program receive a full scholarship to attend a CTY Summer Program as well as academic and peer support.

“Research has shown that more needs to be done for gifted students,” according to a front-page Education Week profile of CTY Rural Connections that was published in August. Studies show that rural students are less likely to be identified as gifted, have access to a variety of well-developed programs, and have peers with whom to share their academic interests.

This year Rural Connections drew students from more than a dozen states, including Virginia, where Alex Garcia lives. “At school I’m usually one of the smartest people in class,” says Alex, who lives in Danville and studied engineering at CTY Easton. “At CTY everyone was on the same intellectual level as me. It was great to be with classmates who challenged me.”

Rural Connections “At school I’m

usually one of

the smartest

people in class.

At CTY everyone

was on the

same intellectual

level as me.

It was great

to be with

classmates who

challenged me.”

Alex Garcia

belonged

Photo by Melanie Burford.

t visit cty.jhu.edu/annualreport to see the Education Week story and photos about rural connections.

Showing PromiseLast year during his first weeks of eighth grade at Iao Intermediate School in Maui, Hawaii, Bryan Benz stood out to his English teacher, Kristin Carlisle, for all the wrong reasons: He was disruptive in class, didn’t listen to his teachers, and often didn’t complete assignments. Some days he didn’t come to school at all.

Carlisle saw promise in the dark-haired boy with the shy smile. She was intrigued when Bryan scored extremely high on a standardized test early in the year. Then when she began doling out challenging writing assignments, his stories and poems blew her away.

She knew 14-year-old Bryan could benefit from CTY and arranged for him to participate in the Talent Search. “Once Bryan qualified for CTY in March, he really started to change,” she says. “His grades started to go up. There was a light in his face.”

Bryan’s foster family was unable to afford CTY Summer Programs tuition, and because he qualified for CTY so late in the season the Center’s financial aid funds had already been allocated. Carlisle didn’t give up. “Bryan had never left Hawaii, never set foot on a university campus,” she says. “I wanted him to have this opportunity to see what was possible for him.”

She shared Bryan’s story with their community, and a local foundation and several private donors stepped up to donate $3,500 so he could go to CTY Seattle and take a class in mystery writing and film.

When Bryan stepped off the plane in Seattle in June, he was concerned that he would stand out, as he had in school, for all the wrong reasons. Would he fit in?

Less than an hour into his first class, his fears disappeared. “I wasn’t sure that I would be able to keep up, but the work came pretty easy to me,” Bryan says.

Over the next three weeks, Bryan succeeded in class, made friends from all over the world, and began dreaming of college and a career in film. And he came to realize that he didn’t just fit in at CTY. He excelled.

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belonged

discovered.“CTY is what I have been looking for in school but

have never found; a place where I can interact with

peers at my level, while still satisfying my need to

learn. There truly are others who see the world as

a well of knowledge as I do.”

Gaynor Norcott, CTY student, Kingfield, Maine

A $75,000 planning grant received this year from the OV E R D E C K FA M I LY F O U N DAT I O N is helping CTY design and launch a robust research program. The Center wants to attract the next generation of scholars to continue the work Julian Stanley began more than four decades ago.

In April, CTY co-sponsored a R E S E A R C H S U M M I T

O N G I F T E D A N D TA L E N T E D E D U C AT I O N that brought together some of the country’s prominent researchers in gifted education to explore opportunities for research in the field. Co-hosts included colleagues from Duke’s Talent Identification Program, Northwestern’s Center for Talent Development, and the Center for Bright Kids in Colorado.

C T Y ’ S OW N R E S E A R C H AG E N DA over the next year includes a qualitative and quantitative study examining how gifted students perceive and manage stress; an examination of how talent search procedures can be expanded by including measures of spatial ability gained through tests like the Spatial Test Battery developed at CTY; and a study assessing the effects of a three-week CTY summer program on the psychological and social characteristics of gifted students, including achievement, motivation, and self-esteem.

t visit cty.jhu.edu/annualreport to read about the spatial test battery developed at cty.

Reading a book for the first time and finding a new

favorite author. Cracking a complex code. Extracting

DNA from a strawberry and marveling at its sticky

curls. Experiencing that “eureka” moment.

Discovery has always been central to what people do at CTY. In fact, it’s how we came to be.

CTY was founded on a research question. Johns Hopkins University psychologist Julian Stanley wanted to know how academically advanced students learned best. And his discovery—that they blossom when their academic strengths are identified and they are challenged through accelerated course work—was revolutionary. Without it the Center wouldn’t exist today.

CTY has reached countless students since our founding, and we remain as committed as ever to innovation and discovery through our research. There are so many exciting questions that our research can help address. What is intelligence? How does the brain work? What’s the role of psychosocial variables in learning?

According to Albert Einstein, “To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science.”

And to advance future research discoveries at CTY, executive director Elaine Hansen is aiming for even more collaboration with Johns Hopkins colleagues, especially those in education, psychology and cognitive studies, and the neurosciences, to gain a richer and deeper understanding about the science of learning.

“There are so many different angles when it comes to learning about learning,” she says. “I’m optimistic that by working together, CTY and our partners at Johns Hopkins can make a difference now.”

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discovered

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For six weeks this summer, 17-year-old Rachel Viqueira ran experiments with mice at the Johns Hopkins Neurogenetics & Behavior Center, helping investigators understand how the brain works, and gaining the kind of lab experience most young scientists can only dream of.

One Tuesday in July, however, Rachel and her fellow interns from CTY’s Center Scholars Program got a day off from the lab to tour the White House at President Obama’s invitation. During the visit, the students shared their insights with a top White House aide about the positive impact working in a laboratory has had on their interest in pursuing scientific careers.

The Center Scholars Program, developed by CTY and Dr. Andrew Feinberg’s Center for Epigenetics at Johns Hopkins, started in 2005 to encourage bright high school students from historically underrepresented minority groups to explore careers in scientific research, particularly in the field of genomics.

“As CTY Center Scholars we can really help change perceptions towards minorities and high school students in science labs,” says Rachel, who was accompanied on this summer’s White House tour by Elaine Hansen, CTY’s executive director, and program mentor and epigenetics pioneer Feinberg.

Students in the program, which is funded by the National Human Genome Research Institute, spend one summer studying genetics with CTY and a second summer studying genomics. In their third year they complete a six-week research internship at the Johns Hopkins School of Medicine.

To date, 68 students have participated in the CTY Center Scholars Program. Many have gone on to study science in college and pursue careers in the field.

“The literature shows that for science you need to have early exposure for it to have a significant impact on your career choice,” Feinberg says. “The CTY Center Scholars Program has been a huge success.”

Hansen adds, “Research has demonstrated that the first cohorts of Center Scholars showed significantly higher interest in science than students in a control group; we know that 73 percent of Center Scholars currently enrolled in college are majoring in a STEM discipline, and four have already published scientific articles. Seeing our interns engage as a passionate community of young scientists brought those statistics to life. Early intervention with gifted minority students clearly works.”

Lab Lessons discovered

t visit cty.jhu.edu/annualreport to learn more about the cty center scholars program.

Research scientist Dani Smith (center) of the Johns Hopkins Neurogenetics & Behavior Center and this year’s CTY Center Scholar interns.

CTYers and their families help Mayan villagers in Belize build a stove.

t visit cty.jhu.edu/annualreport to learn about more cty family academic programs, including educational travel programs to belize, china, and ecuador.

Gabe Straus, 12, is a worldly kid. He reads the New York Times, placed second in the New York State finals of the 2011 National Geographic Bee, and has traveled the globe with his family.

Until recently if you asked Gabe where Belize is, he could pinpoint it on a map and tell you a little about it. But it wasn’t until he traveled to a rainforest in this Central American country with CTY Family Academic Programs last December—a weeklong trip that incorporated such projects as working alongside Mayan villagers to build stoves and plant crops—that he really understood how some Belizeans live.

“The trip was an eye-opener for me,” Gabe says, of visiting and working in villages where Mayan families shared one-room shacks with dirt floors, no electricity, and no indoor plumbing. “It was a really fascinating experience.”

The international service learning trip was a first for CTY, but it’s unlikely to be the last.

Julia Gumminger, assistant program manager for Family Academic Programs, developed the program because she knew that few opportunities blending travel and volunteering existed for families with school- age children and believed that CTY families would relish the chance to travel, learn, and work together.

The trip benefited parents as well as students, says Sabrina Wolfe, Gabe’s mother. “Being on this trip and getting just as muddy as Gabe digging these stoves was a great opportunity to help him understand the value and meaning of service while being surrounded by other families who all want to help,” she says. “It was just so meaningful.”

Seeing the World“CTY kids are

powerhouses

of knowledge

and ideas.

Why not use

that to help

the world by

applying their

knowledge

to solving real-

world problems?”

Julia Gumminger

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discovered

achieved.“CTY has really influenced how I look at

and question the world.”

Jack Andraka, CTY student, Crownsville, Maryland Member, Julian C. Stanley Study of Exceptional Talent Winner, 2012 Intel International Science and Engineering Fair

CTY partnered with the Johns Hopkins School of Education and the Peabody Institute this summer for C A M P S OA R, a four-week pilot program at the East Baltimore Community School. First- through fourth-graders engaged in course work in reading, math, music, dance, environmental science, and engineering and participated in hands-on learning opportunities, including writing and performing a musical about saving the Chesapeake Bay.

The Center’s N E W S U M M E R P R O G R A M S S I T E

I N S E AT T L E drew 360 students over two sessions this summer. Located on the campus of Seattle University, this is CTY’s first residential summer program site in the Pacific Northwest.

CTY student and Julian C. Stanley Study of Exceptional Talent (SET) member Jack Andraka made international headlines in May when he took the top prize at I N T E L’ S 2 0 1 2 I N T E R N AT I O N A L S C I E N C E

A N D E N G I N E E R I N G FA I R for inventing a new noninvasive test to detect pancreatic cancer. His achievement was the focus of stories by media outlets including National Public Radio, the Wall Street Journal, and the BBC.

C T Y CO L L E G E CO U N S E L I N G, launched in April 2012, offers individualized college counseling services that provide the personalized attention, tools, and advice students need to achieve their college admissions goals and continue on their path to making their mark on the world.

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Winning the world’s largest science fair. Writing and

performing a musical about saving the Chesapeake

Bay. Transforming a hobby into a career. Creating

new programs to help bright urban students achieve

in high school and beyond.

CTYers are smart, motivated, complex, interesting people. They come to us brimming with intelligence, curiosity, and promise, and we help develop their talents. Then they go out into the world and achieve great things.

Today the achievement of our brightest students matters more than ever before.

CTY is committed to nurturing the talents of young scholars from around the world. Developing extraordinary talent isn’t an elitist movement to help the fortunate few; it’s a question of equity and access.

Research shows that focus on low-achieving students in U.S. public schools over the past decade has disproportionately left more talented minority and low-income kids behind. In a 2010 policy study “Mind the (Other) Gap! The Growing Excellence Gap in K-12 Education,” data collected by researchers at Indiana University showed smaller gains for minority and low-income students at the higher levels of achievement, creating an “excellence gap.”

The existence of such gaps, the researchers write, “raises doubts about the success of federal and state governments in providing greater and more equitable educational opportunities, particularly as the proportion of minority and low-income students continues to rise.”

CTY is working to bridge this gap by providing the most able students from all neighborhoods, income levels, and ethnic backgrounds with inspirational instructors, challenging ideas, and a stimulating environment where they can learn and grow alongside their peers.

All children deserve the opportunity to reach their full potential and achieve their dreams.

achieved

Daniel Zaharopol shares advanced mathematics.

Marya Spont demonstrates prototyping.

t visit cty.jhu.edu/annualreport to learn more about the summer program in mathematical problem solving and the iit boeing scholars academy.

Daniel Zaharopol came to CTY and found a new vision for what learning could be.

Marya Spont came to CTY and found a supportive community of friends and instructors committed to her success.

And when their years as CTY students came to a close and they moved on to college and grad school and careers, neither could forget what they gained from their time at CTY. In fact, Zaharopol and Spont were so inspired that they created free, challenging summer academic programs for bright, underserved students.

“I wanted to reach out to students who don’t usually have access to something like this,” explains Zaharopol, whose Summer Program in Mathematical Problem Solving is a three- week residential program in advanced mathematics for bright New York City middle schoolers. By sharing courses in number theory and other forms of math unavailable to these public school students, he wants to help prepare them to excel in math and science in high school and be successful in college and beyond.

Spont, the program director of the Illinois Institute of Technology’s Boeing Scholars Academy, has similar goals for the high-achieving Chicago high schoolers in her free year-round enrichment program, which offers hands-on learning opportunities in STEM fields and intensive support in the college application process. She also aims to provide the same kind of mentoring and support she encountered at CTY.

“If our program has any models, one would be CTY and

the other is a community center,” she says. “I really believe

in these kids and would do anything for them.”

Zaharopol and Spont put in long hours tending to the many details of running their programs, both of which just completed their second summer. They are driven to continue their work.

“Last summer was the hardest three weeks of my life—it was crazy,” Zaharopol says. “But I love being able to put something like this together and seeing the difference it makes.”

Bright Ideasachieved

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As an assistant professor of mathematics at Wright State University in Dayton, Ohio, Tim Boester teaches new educators how to teach math. “I study how people think, and how people learn,” says Boester, who has a PhD in educational psychology.

Boester loves his job—it’s challenging, interesting, and engaging. But thinking and learning can be complicated, and at times, even a bit puzzling.

He’s got it covered. As the author of “Knossos Games,” the puzzle column in CTY’s Imagine magazine, Boester has spent the last two decades creating puzzles, challenging his readers and himself to think and solve problems.

“Thinking about puzzles and learning about problem solving really reinforce each other,” he says.

Boester has always loved puzzles. When Imagine was launched in September 1993, the high school senior and member of the Julian C. Stanley Study of Exceptional Talent (SET) became a regular contributor. Since then, he’s published some 90 puzzles in the magazine—inventive, innovative designs that often play off each issue’s themes.

For a marine biology issue, Boester fashioned a puzzle involving a fish ladder. For the magazine’s recent building issue, he built a puzzle out of Lego bricks. He’s also designed puzzles about cell membranes, gerrymandering, and reality TV. “Tim sees the potential for a puzzle everywhere he looks,” says Melissa Hartman, editor of Imagine.

It’s not just fun and games. Ever the educator, Boester recognizes the value of challenging students to think and learn about topics like politics or the environment in a new way. “These are topics that can influence students’ lives in big important ways.”

Thought Leader“Hopefully my

puzzles provide

a way for students

to become

interested in

a new topic

or discover

something they

didn’t know.”

Tim Boester

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achieved

Tim with his parents, Marci and Chuck Boester.

A puzzle Tim recently created for a building- themed issue of Imagine.

t visit cty.jhu.edu/annualreport to explore a digital copy of Imagine and subscribe to the magazine, now in its 20th year of publication.

explored.“CTY has given Samuel much-needed

encouragement and academic inspiration,

and opened his eyes to many new opportunities.

Each day was like a whole new world.”

Diane Preves, CTY parent, East Islip, New York

This year K R A M E R M I D D L E S C H O O L in Washington, D.C., worked with CTYOnline to offer students a blend of online and traditional classroom learning and help top students at this low-performing school achieve gains in math competency. Principal Kwame Simmons said the program, which relied on local norms to identify students, boosted attendance, student engagement, and confidence, as well as math performance. CTYOnline has worked with more than 200 schools to deliver advanced course work to students during the school year.

CTY opened a new H O N G KO N G O F F I C E in September to assist with testing and recruiting students in Hong Kong and other Asian cities and arranging for new CTY programs. CTY has run a Summer Program in Hong Kong since 2010.

In 2012 CTY International began a new partnership with K U WA I T ’ S S A B A H A L A H M A D C E N T E R F O R

G I F T E D N E S S A N D C R E AT I V I T Y—part of the Kuwait Foundation for the Advancement of Science—to develop a new CTY program in Kuwait. CTY also deepened relationships around the world in regions ranging from Central and Southeast Asia to Central and Southern Europe and from the Middle East and North Africa to the Balkans.

CTYOnline enrollments increased more than 12 percent during the 2012 fiscal year to 12,831.

t visit cty.jhu.edu/annualreport to learn more about cty programs and opportunities around the world.

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Discovering how bridges are built and vowing to become

an engineer. Tackling a complex calculus problem with

the help of an instructor living 3,000 miles away. Traveling

to a foreign country and befriending other bright students

who are just like you.

Christopher Columbus. Amelia Earhart. Neil Armstrong.

Just like the world’s great explorers, CTY students are motivated by curiosity, wonder, and a desire to engage in and triumph over new challenges.

CTY goes around the globe, reaches out to academically advanced learners from more than 120 countries, and provides them with endless opportunities to create, innovate, and shape the future. Through summer and online courses, and family and international programs, we are building a vibrant community of learners, thinkers, and doers.

Nurturing high-ability students and fostering their creative spirit and innovative skills are critically important missions. Innovation is the driver of the new knowledge economy. Countries around the world are more interested than ever before in producing entrepreneurs, Nobel Prize winners, and leaders.

It is these explorers of today who will make the discoveries of tomorrow.

explored

At a new CTY program in Malaysia this summer, 52 girls from Saudi Arabia and Malaysia created Enigma machines to encrypt and decipher codes and extracted DNA from strawberries. They also played kickball, lived in dormitories, and made new friends with other bright young women from around the world.

The three-week residential program in math and science for girls was an experience 17-year-old Ghadah Nasser Binzuman says she will never forget. “It was both academically and personally rewarding,” says Ghadah, one of 20 Saudi students who attended the summer program. “We were able to share our knowledge, our cultures, and our views.”

The program was a collaboration between King Abdulaziz and His Companions Foundation for Giftedness and Creativity (Mawhiba) in Saudi Arabia and two international organizations for gifted students: Pusat PERMATApintar Negara in Malaysia and CTY.

Amal A. Al-Hazzaa, secretary general deputy assistant for female affairs for Mawhiba, said Mawhiba wanted to share the benefits of a challenging international academic program with gifted young women in Saudi Arabia and needed a program that suited the country’s culture and Islamic values. So the foundation worked with Noriah Mohd Ishak, director for Pusat PERMATApintar Negara, and CTY to create one.

The students studied cryptology, biotechnology, and probability and game theory with female CTY instructors. Prayer time was built into the daily schedule, and there was a strong emphasis on sharing the cultures of the two countries through meals and other activities.

“The program took a holistic approach and nurtured the mind, body, and soul,” Al-Hazzaa said.

Global Gifts“Giving our

students the

opportunity to

be exposed to

international

education is very

important. We

wanted them to

experience life

at a university,

advance their

learning, become

familiar with

different cultures,

and develop

such skills as

independence

and time

management.”

Amal A. Al-Hazzaa

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explored

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Juggling New Ideasexplored

Joe DiNoto teaches Advanced Placement and college-level math for CTYOnline. He’s also an accomplished juggler.

His career and his hobby aren’t as divergent as they might seem. Both advanced math and juggling involve exploring and communicating complex patterns— one uses numbers, the other employs objects that are thrown and caught.

Or rather, should be caught. Mastery of both math and juggling can only be achieved through trial and error.

“You don’t learn to juggle without dropping, and

you don’t get to the upper levels of math without

scribbling furiously and making a lot of mistakes,”

says DiNoto, who estimates he’s made 400,000

drops in his first eight years of teaching himself to

juggle. “It’s all part of the process.”

He challenges his students with difficult material and encourages them to try new things. He supports them individually through frequent communication and gives them the resources they need, such as new graphing software, to be successful. “As long as you have an instructor who is patient and a student who is patient and understands the destination ahead, you get through it,” says DiNoto, a CTYOnline instructor since 1998. “Once you’ve mastered the task, it becomes second nature and you move on to the next level.”

And when his students share their elegant solutions with classmates and go on to create new solutions and new ideas, DiNoto couldn’t be happier. “My CTYOnline students aren’t just completing one worksheet and moving on to the next. They’re enjoying this experience both on their own and as part of a community. They’re engaging in an activity which is fundamentally satisfying and enables them to grow intellectually. To be a facilitator of this is a true joy.”

t visit cty.jhu.edu/annualreport to see joe dinoto juggle and talk about teaching for CTYOnline or to read about more outstanding CTYOnline instructors.

inspired.“Supporting CTY is one of the most important

ways to influence the future.”

Bob Raymond, CTY parent, Stamford, Connecticut

Inspiration. It’s a moment, a spark, an idea whose

very existence can leave a person forever transformed.

At CTY you’ll find inspiration in our exceptional students, whose quest for new knowledge energizes and amazes those around them daily. You’ll find it in our talented alumni, whose success in business, science, scholarship, and other fields helps make a better world. And you’ll find it in the generosity of our donors, many of whom are parents who so value their own child’s CTY experience that they want to share our programs with other bright students.

CTY is committed to sharing our programs with all bright students who qualify, regardless of their family’s financial circumstances. We can’t do this important work without your help.

By supporting CTY you can help new generations of extraordinary young people come to CTY and belong, discover, achieve, explore, and inspire. One day, they will go on to change the world.

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t visit cty.jhu.edu/support to learn more about making a gift and supporting a cty student.

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Side by Sideinspired

Wherever one would go, the other would follow.

To school and the football field, at home playing video games and hanging out with friends, 15-year-old Joey Mejia has always walked in the footsteps of his older brother Joshua.

They’re both honor students at Urbana High School in Frederick County, Md., both leaders on the playing field and off. Together they started HECHO, their own nonprofit dedicated to collecting school supplies for needy students in Honduras.

“For as far back as I can remember, Joey has been by my side,” says Joshua, 17.

So when Joshua qualified for CTY and was awarded a scholarship to be a CTY Scholar, Joey took notice. He watched closely as his brother studied marine biology and mathematics with CTY Summer Programs and received guidance from CTY Scholar educational adviser Rocio Masset about choosing classes and applying to college. Once more Joey wanted to follow in Joshua’s footsteps.

Last year, Joey joined Joshua as a CTY Scholar. The national scholarship and outreach program identifies academically talented students from low-income families and provides them with the support, challenge, and direction they need in high school to gain admission to the nation’s top colleges.

Joey attended his first CTY Summer Program in Seattle this year.

“CTY has definitely changed Josh’s life and I know

it will change mine, too,” he says.

CTY has meant even more to Josh and Joey’s mother, Gigi Schrider, who immigrated to the United States from Honduras as a young adult to find a better life. The mother of four knew she wanted her children to have the best education available. For her, the CTY Scholars Program has been invaluable.

“For me to put my kids through college is the biggest goal I could achieve,” she says. “When Josh became a CTY Scholar, it was a gift. Now to have Joey in the program, it’s like winning the lottery twice in the same year. I am so blessed and so proud.”

t visit cty.jhu.edu/annualreport to see a video about cty scholars joshua and joey mejia.

Bob Raymond describes his family’s connection to CTY in the simplest of terms. “We are friends and fans of CTY.”

That’s true. But he and his wife, Judy, are much more than that.

The Raymonds are enthusiastic CTY parents and loyal donors. In 2006 they established a CTY endowment in memory of Judy’s father, Ernest Rabinowicz, an esteemed professor of mechanical engineering at MIT. Bob serves on the CTY Advisory Board. And the Stamford, Conn., couple and their grown children, Sam and Sarah, have long supported the Center’s efforts to strengthen its alumni network.

What inspired them to become so involved? It began 17 years ago when Bob, a brand new CTY dad, first read Julian Stanley’s principles for meeting the needs of academically advanced students by challenging them, setting objectives, and having high expectations.

The Raymonds have long believed that all students who qualify for CTY should be able to attend, regardless of their family’s financial means. The CTY students they’ve met over the years have further inspired them. Like the Bridgeport, Conn., high schooler who said the four years he attended CTY Summer Programs on scholarship changed his life. And the girl at the head of the Lancaster site check-in line one humid summer morning who brightly proclaimed, “I’m here to learn Latin!”

“I was sold; any way that we can give more students opportunities to attend CTY, we will,” Raymond says. “CTY really does transform lives.”

Feeding the Fire“I fell in love with

CTY. The very

clarity of Julian

Stanley’s dream,

the belief that

you need to go

around the world

finding these

kids and test

them, and then

feed the fire no

matter what, was

just so powerful.”

Bob Raymond

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inspired

We hope that we have inspired you to support CTY.

Here are some ways to give:

CTY SUMMER PROGRAM AND CTYONLINE SCHOLARSHIPS: Support a student to enroll in an online or residential summer program. Gifts can support full or partial scholarships benefiting students in CTY’s Urban Initiatives and Rural Connections programs. Donations may also provide support for books, lab fees, or travel to program sites.

A L U M N I S C H O L A R S H I P F U N D : No one knows better than CTY alumni the difference a CTY experience can make. Gifts directly benefit students from families that would otherwise not be able to take advantage of CTY programs. Full and partial scholarships are available.

THE JOHNS HOPKINS CTY SCHOLARS: CTY’s national outreach and scholarship program identifies academically talented eighth-graders from low-income families and provides them with the support, challenge, and direction they need throughout high school to gain admission to the nation’s most selective colleges and universities. The CTY Scholars Program offers rigorous summer programs, online courses, and academic and college counseling.

E N D OW M E N T: Be a guiding force in CTY’s success by establishing an endowment that honors your family or memorializes an important person in your life. In doing so, you’ll assist us in nurturing and cultivating future generations of bright students for many years to come.

M A K E A G I F T O F A N Y A M O U N T: Our annual report describes just a few of the children whose lives have been transformed by their CTY experience. Please consider a gift for scholarships now through the year. Gifts of any size can make a difference.

To make a gift, please go to: cty.jhu.edu/support, email supportactystudent@jhu.edu or call CTY Development at 410-735-6007.

T H A N K YO U !

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inspired

EndowmentsThese endowments have been created through gifts to CTY. Many of them support scholarships for deserving students. Others support specific departments, academic programs, and special events and recognitions.

We offer our grateful thanks to all endowment donors.

Sarah D. Barder Educator Recognition Award

Harold R. Burnstein Endowment

Mary Farrell Camerer Memorial Scholarship Endowment

Charter Oak Scholarship Endowment

Ben Cooper Scholarship Endowment

CTY Inspiration Scholarship Endowment

Monica & Robert Cutter Scholarship Endowment

Joel Dean Foundation Endowment

Diamond Family Foundation Endowment

Friedel and Otto Eberspacher Award

Evelyn Edwards Endowment for the Study of Exceptional Talent

Tara Maritza Fetherolf Endowment

Mary Ellen & Andrea Geisser Scholarship Endowment

Senator William Hernstadt & Jerene Yap Hernstadt Endowment

Sigmund & Mary Hyman Scholarship Endowment

William McCord Johnston Scholarship Endowment

Kahn Family Scholarship Endowment

Kristine Kakaes Memorial Scholarship Endowment

James M. & Elizabeth S. Li Family Endowment

Lubash-Moses Family Endowment

Ram Manudhane Scholarship Endowment

Charles D. Miller Scholars Endowment

Toni Lee Padzuikas Memorial Endowment

Ernest Rabinowicz Memorial Scholarship Endowment

Vivek and Nilima Ragavan Scholarship Endowment

Joshua Ringel Memorial Endowment

Joan G. Scheuer Scholarship Endowment

Eric J. Smith Memorial Scholarship Endowment

Snert & Louie Celebration Endowment

Julian C. Stanley Scholarship Endowment

Julian C. Stanley Study of Exceptional Talent Endowment

Stone Family Scholarship Endowment

Student Opportunity Endowment

Paul J. & Chandler M. Tagliabue Scholarship Endowment

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The CTY Advisory BoardCTY gratefully acknowledges the efforts of our Advisory Board. Composed of volunteers, the board advises leadership, provides philanthropic support for the Center’s priorities, helps promote our programs, and assists in fundraising efforts. Whether our board members are CTY parents, alumni, or friends, they all share a passion for the education of academically gifted students.

Steven BuckleyWilliam ClarkMichael FordPeter Hammack Mary Hyman Ronald Kahn Charlotte Kerr Bao Lamsam James Li W. Austin Ligon

Marjorie LoebJohn Lutz Laura Overdeck, Board Chair Jeanne PaynterStephen Pelletier Ming Jack PoRobert Raymond Emily Rockefeller Annette Rubin

Rául SalinasLee Stephens Sheldon Stone Michael TseWilliam ViqueiraJesse WuShirley Zanton

Todd and Nina HohmanLarry and Kathy JenningsRonald and Pamela LakeMarshall Loeb Noyce FoundationOptima Charitable FoundationCraig and Sharon StanfillLee and Lisa StephensRoland Swenson and Roseana AutenDavid and Cynthia TolsmaJoe Tsai and Clara WuVerizon FoundationMichael Whalen and Shirley Zanton

$ 2 , 5 0 0 - $ 4 ,9 9 9

AnonymousAdvantage Testing, Inc.Arun and Francine AlagappanBridgestone Americas Trust FundHoward and Randee FischerStan and Elaine HansenAlexander Hoffman and Devjani MishraDavid HoldrenLarry and Ann LuMichael and Valerie McKeeverSanjay and Sangeeta MehrotraStephen and Carol MemishianArturo and Lourdes PizanoThomas Pong and Joan LiMilad PooranJohn D. Rockefeller V and

Emily Tagliabue RockefellerCharles and Suzanne RowinsCharles and Deborah RoyceScott Sagan and Bao LamsamJean ShekStephen SmootWilliam Viqueira and Zaida PachecoAllen and Rebecca Wirfs-Brock

$ 1 , 0 0 0 - $ 2 , 4 9 9

Anonymous (2)Morris and Arleen ApplebaumYves Balcer and Maria DalupanCharles and Elizabeth BeckmanRichard Berman and Jessica Van Der RietJeffrey and MacKenzie BezosAndrew BlumbergLewis and Rinda Burleigh

Mark Davis and Yueh-Hsiu ChienKevin and Elizabeth DillJared and Carolyn DillianJohn Dudley and Andee AabyEspalier GlobalGordon and Patricia FowlerAndrew and Cheryl FriedmanGE FoundationGilman School, Inc.Blake and Jill GrossmanChester and Anna HongJ. Michael and Carolee JakesAndrew Janquitto and M. Elizabeth AlbertAlex Jivan and Anneliese MayfieldJulian Jones and Patricia WallaceMartin Kaftan and Dana KaftanovaBenjamin Kam and Wong Ka PoJean KaroubiMark and Ethel KatzHeesuk and Yunmi KimRichard and Terri KimKiwanis Club of Ellicott CityHarvey C. Krentzman Charitable FoundationJames LiPaul Liu and Cheryl YoungAndrew and Monique MidlerHullihen MooreMichael Norworth and Karen WaltersWilliam Noyce and Jone LabombardDmitry and Gina PapushMarshall PerrinMing Jack PoGus and Maria Elana RigoliSusannah RingelElizabeth RosenblattRául Salinas and Maria Sanchez SalinasArkady and Ella SerebryannikThomas and Lynne SergiShell Oil Company FoundationPaul Shires/ Teammates for Kids Foundation Robert G. and Gail SmithStacey SmithRita SoBrian and Linda SterlingTerence Tao and Laura KimFerdinand Wang and Sandra CuzziRaymond and Judy WongAndrew Yiu and Lucy TangJay YoonChristopher and Donna Young

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Honor Roll of DonorsWe extend our thanks to every donor who has contributed to CTY’s success. Below we recognize all donors who made a gift or pledge to CTY of $1,000 or more between July 1, 2011, and June 30, 2012. We also wish to thank the many individuals and institutions who gave anonymously or in any amount.

$ 1 , 0 0 0 , 0 0 0 +

Clifford Burnstein and Sabra Turnbull

$ 4 0 0 , 0 0 0 +

Al Alfi FoundationOverdeck Family Foundation

$ 1 0 0 , 0 0 0 - $ 3 9 9,9 9 9

The Ahmanson FoundationAmerican Fund for Czech & Slovak Leadership Barry Ford Goldsmith Family FoundationWilliam Hernstadt and Jerene Yap HernstadtJack Kent Cooke FoundationJPMorgan Chase FoundationKing Abdulaziz & His Companions FoundationThe Ligon-Lamsam FoundationMichael and Margie Loeb Sheldon and Cindy Stone

$ 5 0 , 0 0 0 - $ 9 9,9 9 9

AnonymousThe Stavros S. Niarchos FoundationThe Reid FamilyThe John Templeton FoundationYoung Family Charitable Foundation

$ 2 5 , 0 0 0 - $ 4 9,9 9 9

The Goldman Sachs FoundationLawrence GolubRonald Kahn and Julia RoweKrishna and Vanita KolluriLLL FoundationJohn and Alethea LutzMath for AmericaMochary FoundationAnthony and Lary Lynn MullerNASDAQ OMX Group Educational FoundationNancy Buck Ransom FoundationRobert and Judith RaymondVictoria Foundation, Inc.James L. and Susan G. Winter Foundation

$ 1 0 , 0 0 0 - $ 2 4 ,9 9 9

AnonymousBluford Drew Jemison STEM Academy/

Theo C. RogersThe William McCaskey Chapman &

Adeline Dinsmore Chapman FoundationSuzanne CohenRichard Cooper and Judith AreenJonathan Edwards and Cheryl PanzarellaMohamed and Jamie El ErianThe Fund for Populations at RiskGCI Operations, LLCGoldman Sachs GivesHarvey and Rosita GoldsteinPeter and Beth HammackFred L. Hartley Family FoundationMary HymanWilliam Meyers and Nahma Sandrow MeyersLaura J. Niles FoundationStephen PelletierSanDisk Corporation FundPhilippe and Jennifer SelendyJordanna Polis SchutzPaul and Chandler TagliabueGlen and Nancy WhitneyTek Sun and Marita WongJesse Wu and Lillian LinThe Marjorie Wyman Charitable Annuity Trust

$ 5 , 0 0 0 - $ 9,9 9 9

AnonymousRobert AbernethyKenneth Bacow and Nina KleavelandBlackRock, Inc.Capital Group Charitable FoundationNoriko Honda ChenCivitas FoundationChristopher B. Cope and Jamie J. ShawJames Del FaveroStephen Givens and Elizabeth NathaneGoldman Sachs & Co.Perry & Donna Golkin Family FoundationHerbert N. Gundersheimer Foundation

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Enrollments & Lives Changed F Y 2 0 1 2 S I N C E 1 97 9

Talent Search participants 40,852 1,785,972

Student enrollments in all CTY programs 27,629 500,076

Summer Programs enrollments 9,233 194,717

CTYOnline enrollments 12,831 112,267

Family Academic Program enrollments 5,565 193,092

One-course scholarships donated by colleges and universities to top-scoring CTY Talent Search students 561 22,927

Estimated value of one-course scholarships $1,288,467 $35,421,761

Financial aid awarded (excluding one-course scholarships) $5,469,504 $48,655,877

Financial aid awarded (including one-course scholarships) $6,757,971 $84,077,638

Sources & Uses Statements J U LY 1 , 2 0 1 1 —J U N E 3 0 , 2 0 1 2

TOTA L S O U R C E S : $ 5 2 ,9 07in thousands

Tuition & Fees: $44,611 Gifts, Grants &

Investment Income: $6,971

General Services & Administration: $16,396

Student Aid: $5,469

Reserve Transfer $2,399

Instruction, Research & Program Services: $28,643

Other Sources & Auxiliary: $1,325

TOTA L U S E S : $ 5 2 ,9 07in thousands

8 4 %5 4 %

5 %

1 0 %

3 1 %

1 3 %

3 %

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inspired

CTY students, families, alumni, and friends,

we invite you to share your CTY story with

us online at: cty.jhu.edu/annualreport

Thank you!