Johnsen, Susan K.Kaul, Corina R., 1969-2014-09-052014-09-052014-082014-09-05http://hdl.handle.net/2104/9168"Overlooked gems" is the term used in gifted education to describe high potential low-income students who are unable to excel because of significant barriers in their homes, environments, and educational systems, thus depriving America of a valuable resource. To address this issue, this study used a survey to measure longitudinal effects on low-income, gifted students who participated in a summer enrichment program for three or more years. The results showed positive social, emotional, motivational, academic, career, and generational effects. These findings expand knowledge relating to long-term effects of summer gifted enrichment programs, identifying those perceived as most beneficial and offers insight into multi-generational effects. The survey for this study, which is based on Lee, Olszewski-Kubilius, and Peternel's (2009) Model of Influences and Effects in Special Programs for Minority Gifted Students, aids practitioners and researchers in analyzing other programs and their effects on low-income students.en-USBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.Low-income gifted.Project PromiseTalent development.Mentors.Generational effects.Program effectiveness.Models.Enrichment.Summer programming.Longitudinal effects.Educational achievement.Low-income students.Gifted children - family.Academic achievement.ThesisWorldwide access