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robot unicorn... I had the most amazing time
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learned to be a gentleman... I experienced
wesomeness...I never left... I have met new
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400
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“I came to CTY and...”
ANNUAL REPORT 2012

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, read the blog,
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 …”
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
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.
2

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
5To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT

elonged.
“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

elonged
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.
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
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.
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.
8

elonged
Rural Connections
t visit cty.jhu.edu/annualreport to see
the Education Week story and photos
about 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
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.”
Photo by Melanie Burford. 11
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT

elonged
Showing Promise
Last 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.”
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
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.
12

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

discovered
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
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.”
A $75,000 planning grant received this year from
the OVERDECK FAMILY FOUNDATION 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 RESEARCH SUMMIT
ON GIFTED AND TALENTED EDUCATION 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.
CTY’S OWN RESEARCH AGENDA 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.
16

t visit cty.jhu.edu/annualreport
to learn more about the cty center
scholars program.
Lab Lessons
discovered
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.
Research scientist Dani Smith (center) of the Johns
Hopkins Neurogenetics & Behavior Center and this
year’s CTY Center Scholar interns.
“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.”
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
19

discovered
Seeing the World
t visit cty.jhu.edu/annualreport to learn
about more cty family academic programs,
including educational travel programs to
belize, china, and ecuador.
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
“CTY kids are
powerhouses
of knowledge
and ideas.
Why not use
that to help
the world by
applying their
knowledge
to solving realworld
problems?”
Julia Gumminger
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 schoolage
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.”
20
CTYers and their families help Mayan
villagers in Belize build a stove.

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

achieved
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
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.
CTY partnered with the Johns Hopkins School
of Education and the Peabody Institute this summer
for CAMP SOAR, 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 NEW SUMMER PROGRAMS SITE
IN SEATTLE 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 INTEL’S 2012 INTERNATIONAL SCIENCE
AND ENGINEERING FAIR 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.
CTY COLLEGE COUNSELING, 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.
24

achieved
Bright Ideas
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 threeweek
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.
Marya Spont
demonstrates prototyping.
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
26
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.”
Daniel Zaharopol
shares advanced mathematics.
t visit cty.jhu.edu/annualreport to
learn more about the summer program
in mathematical problem solving and the
iit boeing scholars academy.

achieved
Thought Leader
Tim with his parents, Marci and Chuck Boester.
A puzzle Tim recently
created for a buildingthemed
issue of Imagine.
t visit cty.jhu.edu/annualreport
to explore a digital copy of Imagine
and subscribe to the magazine, now
in its 20 th year of publication.
“Hopefully my
puzzles provide
a way for students
to become
interested in
a new topic
or discover
something they
didn’t know.”
Tim Boester
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.”
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
29

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

explored
t visit cty.jhu.edu/annualreport
to learn more about cty programs and
opportunities around the world.
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.
This year KRAMER MIDDLE SCHOOL 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 HONG KONG OFFICE 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 KUWAIT’S SABAH AL AHMAD CENTER FOR
GIFTEDNESS AND CREATIVITY—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.
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
33

explored
Global Gifts
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
34
“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
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.

explored
Juggling New Ideas
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.”
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.
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.”
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
37

inspired.
“Supporting CTY is one of the most important
ways to influence the future.”
Bob Raymond, CTY parent, Stamford, Connecticut

t visit cty.jhu.edu/support to learn
more about making a gift and supporting
a cty student.
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.
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
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.
40

t visit cty.jhu.edu/annualreport
to see a video about cty scholars
joshua and joey mejia.
Side by Side
inspired
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.”
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
43

inspired
Feeding the Fire
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
“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
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.”
44

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.
ALUMNI SCHOLARSHIP FUND: 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.
ENDOWMENT: 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.
MAKE A GIFT OF ANY AMOUNT: 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.
THANK YOU!
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
47

inspired
Endowments
These 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
Kristine Kakaes Memorial
Scholarship Endowment
Harold R. Burnstein Endowment
Mary Farrell Camerer Memorial
Scholarship Endowment
James M. & Elizabeth S. Li
Family Endowment
Lubash-Moses Family Endowment
The CTY Advisory Board
CTY 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 Buckley
William Clark
Michael Ford
Peter Hammack
Mary Hyman
Ronald Kahn
Charlotte Kerr
Bao Lamsam
James Li
W. Austin Ligon
Marjorie Loeb
John Lutz
Laura Overdeck,
Board Chair
Jeanne Paynter
Stephen Pelletier
Ming Jack Po
Robert Raymond
Emily Rockefeller
Annette Rubin
Rául Salinas
Lee Stephens
Sheldon Stone
Michael Tse
William Viqueira
Jesse Wu
Shirley Zanton
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
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
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
48
49

inspired
Honor Roll of Donors
50
We 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.
$1,000,000+
Clifford Burnstein and Sabra Turnbull
$400,000+
Al Alfi Foundation
Overdeck Family Foundation
$100,000 - $399,999
The Ahmanson Foundation
American Fund for Czech & Slovak Leadership
Barry Ford
Goldsmith Family Foundation
William Hernstadt and Jerene Yap Hernstadt
Jack Kent Cooke Foundation
JPMorgan Chase Foundation
King Abdulaziz & His Companions Foundation
The Ligon-Lamsam Foundation
Michael and Margie Loeb
Sheldon and Cindy Stone
$50,000 - $99,999
Anonymous
The Stavros S. Niarchos Foundation
The Reid Family
The John Templeton Foundation
Young Family Charitable Foundation
$25,000 - $49,999
The Goldman Sachs Foundation
Lawrence Golub
Ronald Kahn and Julia Rowe
Krishna and Vanita Kolluri
LLL Foundation
John and Alethea Lutz
Math for America
Mochary Foundation
Anthony and Lary Lynn Muller
NASDAQ OMX Group Educational Foundation
Nancy Buck Ransom Foundation
Robert and Judith Raymond
Victoria Foundation, Inc.
James L. and Susan G. Winter Foundation
$10,000 - $24,999
Anonymous
Bluford Drew Jemison STEM Academy/
Theo C. Rogers
The William McCaskey Chapman &
Adeline Dinsmore Chapman Foundation
Suzanne Cohen
Richard Cooper and Judith Areen
Jonathan Edwards and Cheryl Panzarella
Mohamed and Jamie El Erian
The Fund for Populations at Risk
GCI Operations, LLC
Goldman Sachs Gives
Harvey and Rosita Goldstein
Peter and Beth Hammack
Fred L. Hartley Family Foundation
Mary Hyman
William Meyers and Nahma Sandrow Meyers
Laura J. Niles Foundation
Stephen Pelletier
SanDisk Corporation Fund
Philippe and Jennifer Selendy
Jordanna Polis Schutz
Paul and Chandler Tagliabue
Glen and Nancy Whitney
Tek Sun and Marita Wong
Jesse Wu and Lillian Lin
The Marjorie Wyman Charitable Annuity Trust
$5,000 - $9,999
Anonymous
Robert Abernethy
Kenneth Bacow and Nina Kleaveland
BlackRock, Inc.
Capital Group Charitable Foundation
Noriko Honda Chen
Civitas Foundation
Christopher B. Cope and Jamie J. Shaw
James Del Favero
Stephen Givens and Elizabeth Nathane
Goldman Sachs & Co.
Perry & Donna Golkin Family Foundation
Herbert N. Gundersheimer Foundation
Todd and Nina Hohman
Larry and Kathy Jennings
Ronald and Pamela Lake
Marshall Loeb
Noyce Foundation
Optima Charitable Foundation
Craig and Sharon Stanfill
Lee and Lisa Stephens
Roland Swenson and Roseana Auten
David and Cynthia Tolsma
Joe Tsai and Clara Wu
Verizon Foundation
Michael Whalen and Shirley Zanton
$2,500 - $4,999
Anonymous
Advantage Testing, Inc.
Arun and Francine Alagappan
Bridgestone Americas Trust Fund
Howard and Randee Fischer
Stan and Elaine Hansen
Alexander Hoffman and Devjani Mishra
David Holdren
Larry and Ann Lu
Michael and Valerie McKeever
Sanjay and Sangeeta Mehrotra
Stephen and Carol Memishian
Arturo and Lourdes Pizano
Thomas Pong and Joan Li
Milad Pooran
John D. Rockefeller V and
Emily Tagliabue Rockefeller
Charles and Suzanne Rowins
Charles and Deborah Royce
Scott Sagan and Bao Lamsam
Jean Shek
Stephen Smoot
William Viqueira and Zaida Pacheco
Allen and Rebecca Wirfs-Brock
$1,000 - $2,499
Anonymous (2)
Morris and Arleen Applebaum
Yves Balcer and Maria Dalupan
Charles and Elizabeth Beckman
Richard Berman and Jessica Van Der Riet
Jeffrey and MacKenzie Bezos
Andrew Blumberg
Lewis and Rinda Burleigh
Mark Davis and Yueh-Hsiu Chien
Kevin and Elizabeth Dill
Jared and Carolyn Dillian
John Dudley and Andee Aaby
Espalier Global
Gordon and Patricia Fowler
Andrew and Cheryl Friedman
GE Foundation
Gilman School, Inc.
Blake and Jill Grossman
Chester and Anna Hong
J. Michael and Carolee Jakes
Andrew Janquitto and M. Elizabeth Albert
Alex Jivan and Anneliese Mayfield
Julian Jones and Patricia Wallace
Martin Kaftan and Dana Kaftanova
Benjamin Kam and Wong Ka Po
Jean Karoubi
Mark and Ethel Katz
Heesuk and Yunmi Kim
Richard and Terri Kim
Kiwanis Club of Ellicott City
Harvey C. Krentzman Charitable Foundation
James Li
Paul Liu and Cheryl Young
Andrew and Monique Midler
Hullihen Moore
Michael Norworth and Karen Walters
William Noyce and Jone Labombard
Dmitry and Gina Papush
Marshall Perrin
Ming Jack Po
Gus and Maria Elana Rigoli
Susannah Ringel
Elizabeth Rosenblatt
Rául Salinas and Maria Sanchez Salinas
Arkady and Ella Serebryannik
Thomas and Lynne Sergi
Shell Oil Company Foundation
Paul Shires/ Teammates for Kids Foundation
Robert G. and Gail Smith
Stacey Smith
Rita So
Brian and Linda Sterling
Terence Tao and Laura Kim
Ferdinand Wang and Sandra Cuzzi
Raymond and Judy Wong
Andrew Yiu and Lucy Tang
Jay Yoon
Christopher and Donna Young
To learn more, please visit: CTY.JHU.EDU/ANNUALREPORT
51

inspired
Enrollments & Lives Changed
FY 2012 SINCE 1979
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 JULY 1, 2011—JUNE 30, 2012
Tuition & Fees:
$44,611
Gifts, Grants &
Investment Income:
$6,971
Reserve Transfer
$2,399
84%
13%
3%
Other Sources
& Auxiliary:
$1,325
Instruction,
Research
& Program
Services:
$28,643
54%
31%
5%
10%
Student
Aid:
$5,469
General Services
& Administration:
$16,396
TOTAL SOURCES: $52,907
in thousands
TOTAL USES: $52,907
in thousands
53

never left.
CTY students, families, alumni, and friends,
we invite you to share your CTY story with
us online at: cty.jhu.edu/annualreport

Thank you!