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Peer reviewedNoble, Kathleen D.; Smyth, Raina K. – Roeper Review, 1995
A survey of 27 young women who entered the University of Washington's Early Entrance Program (EEP) between 1988 and 1992 found that, although gender was not a factor in most respondents' decisions to enroll in the EEP, the young women derived a number of unique benefits from radical acceleration, including acceptance and encouragement at a…
Descriptors: Acceleration (Education), College Admission, College Students, Early Admission
Direct linkNoble, Kathleen D.; Vaughan, Robert C.; Chan, Christina; Childers, Sarah; Chow, Bryan; Federow, Ariel; Hughes, Sean – Gifted Child Quarterly, 2007
This is the second follow-up study of the Early Entrance Program at the University of Washington. Ninety-five individuals (45%) participated. Respondents overwhelmingly chose early university entrance because they were excited to learn; many also praised the peer group, intellectual stimulation, and faculty and staff support. Some reported feeling…
Descriptors: College Bound Students, Acceleration (Education), Early Admission, Stimulation
Download full textNoble, Kathleen D.; Childers, Sarah A. – Journal of Advanced Academics, 2008
Early entrance from secondary school to university, based on the principle of optimal match, is a rare but highly effective educational strategy for many gifted students. The University of Washington offers two early entrance options for gifted adolescents: the Early Entrance Program for students prior to age 15, and the UW Academy for Young…
Descriptors: Academically Gifted, Research Universities, Early Admission, Acceleration (Education)
Peer reviewedNoble, Kathleen D.; Drummond, Julie E. – Gifted Child Quarterly, 1992
This study interviewed students (n=24) participating in the University of Washington's Early Entrance Program. Students were unanimous in their satisfaction with their choice to forego major high school social events and found attitudes toward them sometimes annoying. (DB)
Descriptors: Academically Gifted, Age Grade Placement, College Admission, College Students
Peer reviewedNoble, Kathleen D.; Arndt, Tara; Nicholson, Tristan; Sletten, Thor; Zamora, Arturo – Journal of Secondary Gifted Education, 1999
Describes an early-entrance program which enables gifted adolescents to enter college without attending high school. A study involving 31 participants indicated varying degrees of comfort in diverse social situations; however, all believed themselves to be more mature than had they gone to high school. (Author/CR)
Descriptors: Academically Gifted, Acceleration (Education), Adolescents, College Students
Robinson, Nancy M.; Noble, Kathleen D. – Gifted Child Today (GCT), 1992
A variety of accelerative options for gifted high school students is described, including part-time college programs and full-time early entrance programs. The University of Washington's Transition School and Early Entrance Program is presented as an option for teenagers to enter university without attending high school at all. (DB)
Descriptors: Academically Gifted, Acceleration (Education), Age Grade Placement, College School Cooperation
Peer reviewedNoble, Kathleen D.; And Others – Roeper Review, 1993
This follow-up study of gifted students who had either entered the University of Washington before age 15 (n=61), qualified for early entrance but chose the normal high school path (n=36), or were nonaccelerated National Merit Scholarship finalists (n=27) found that early entrants entered graduate school in greater numbers than did the other…
Descriptors: Acceleration (Education), Beliefs, College Admission, Early Admission
