Self-reported perceptions of the impact of acceleration through an early college entrance program at the University of Iowa National Academy of Arts, Sciences, and Engineering (NAASE), revealed the program's contribution to students' overall development. Responses from a sample of 76-gifted participants to a 64-item survey offered insights about…

Early College High Schools and Early College Entrance Programs offer college material to students who are ready for it before they reach the traditional age to begin college enrollment. With the goal of addressing concerns related to the success of these programs and their impact on affective development among students, a systematic review and…

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…

This article synthesizes three research projects conducted in New South Wales, Australia, exploring forms of acceleration for gifted students. The first involved early entry for gifted children, the second examined experiences of students who had skipped at least one grade, and the third examined a vertical programming system that allowed…

This article analyzes why schools fail to provide for early admission of intellectually advanced children. Reasons cited include misinterpretation of research findings, bias of school personnel, expense of screening, convenience of administering a uniform entrance age procedure, etc. Benefits accruing from early admission are discussed. (JDD)

This reprint of an article on the identification of and programming for gifted preschoolers is preceded by a commentary that stresses the gulf between parents' and teachers' perceptions and beliefs when it comes to precocious young children. Findings from the study indicate parents were much more supportive of curriculum differentiation. (Contains…

A survey explored issues and concerns of 46 parents of gifted preschoolers and 23 preschool/kindergarten teachers surrounding early identification and programming for giftedness. The majority of participants reported that early identification can and should be done, and supported the practice of differentiated curriculum. Early admission was not…

How well do early school entrants adjust socio-affectively when compared to their regularly admitted peers? Despite numerous publications on the subject, much controversy remains, mainly because of methodologically fragile studies. To assess the impact of a new early entrance policy in Quebec, 36 kindergarten and 42 Grade 2 teachers who had at…

Review of the research about outcomes for students who enter college early suggests that early entrants continue to achieve at high levels in college and adjust well socially. Early entrants tend to continue on to graduate school. (Author/DB)

The College Studies for the Gifted Program at Fort Hays (Kansas) State University provides academically advanced educational opportunities for gifted/talented/creative secondary students. The program has flexible entrance requirements, provides accelerated coursework for students in rural areas, and is cost-effective for school districts.…

The Learning and Study Strategies Inventory was given to 156 early entrants at the University of North Texas. The inventory successfully identified 90% of students who subsequently had academic problems (based on first semester college grade point average). Successful and unsuccessful participants differed in concentration and attention, ability…

The article presents a summary, in outline form, of suggestions for helping gifted girls. Suggestions address the areas of parent education, early identification, gifted peers, early entrance, teacher inservice, special programs, career counseling, and conferences for gifted girls. (DB)

This reprint of an article on how students who enter college early perform academically and socially is preceded by a commentary that discusses the need to provide gifted students with the option of entering college early because of the lack of college-level courses at the high school level. (Contains references.) (CR)

This paper describes longitudinal studies on three cohorts of students accelerated academically as part of the Study of Mathematically Precocious Youth. Results do not support critics' contentions that acceleration produces academic gaps and early "burn out" but instead show positive psychosocial outcomes and high levels of participant…

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…