Students admitted to medical school after three and four years of college were compared on seven admission variables and three measures of medical school performance. The two groups differed significantly on three admission variables but could not be distinguished on the basis of measures of medical school performance. (SW)

Students, it is argued, who have used combinations of entering college early and forging ahead fast in the curriculum have led or are leading highly effective lives. Parents and educators should have less fear when attempting to accelerate a child. (MLW)

The effects of shortening gifted students' overall time for completing elementary, secondary, and collegiate education are addressed. A study of the performance of such accelerated students in Johns Hopkins University's program indicates that most of the early entrants have done well without encountering serious emotional and social difficulties.…

A study investigated the freshman year experience of exceptionally able students entering colleges at least two years early. Academic achievement and social adjustment were considered in relation to college type, student residence at home or away from home, degree and beginning of academic acceleration, and student adjustment mechanisms. (MSE)

Results of a survey of 511 institutions concerning the organization and administration of both traditional early admission programs and early admission of exceptionally gifted children are reported. Information is included on: program origin; restrictions on credits, sessions, and course level; special counseling; recruitment; agreements with high…

The precollege program in the sciences at the University of Iowa is described, along with program developments during its history, aspects of interest to other institutions, and issues for institutions to consider in starting a similar program. (MSE)