Early college entrance programs have existed in the United States since the 1950s, but in-depth research on academic success in these programs is lacking. Every year, early college entrance programs utilize a variety of data-gathering and candidate-screening techniques to select hundreds of students for admission into these accelerated programs.…

The Early College Initiative (ECI) high schools in New York City provide opportunities to take college-credit courses up to the equivalent of an associate's degree while in high school. In this study, we measure the association between attending an ECI high school and college persistence. Our sample is the 3,271 students who graduated from New…

Gifted students who experienced grade-based acceleration in primary or secondary education have to meet the challenges of adjusting to university at a younger age than students who did not accelerate. This systematic review critically evaluates the research on social-emotional characteristics and adjustment of these gifted accelerated university…

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…

Talented students from underserved backgrounds face many barriers to attaining higher education. Two of the most significant impediments are the low quality of primary and secondary schools they attend and the lack of access to top-tier universities providing sufficient financial aid and targeted support. Lower levels of educational attainment are…

Asian immigrant parents may hold high expectations for their children to excel academically and professionally. Filial piety and the desire to make their parent(s) proud can motivate these children to achieve but can also place undue pressure on them. In this qualitative study, researchers explored how seven Asian American women who entered…

This article describes outcomes from a subpopulation of a larger study (The Alumni Study) of early college entrance alumni through the lens of self-determination theory. The Alumni Study used mixed methods, was implemented in two sequential phases, and included alumni from two different early college entrance programs (Early Entrance Program and…

The purpose of the current study was to examine the predictive nature of parenting style and overall family environment on the academic performance and program completion of early college entrants. Furthermore, gender and family form were examined as possible moderators to these relationships. A total of 88 early college entrants participated in…

Background/Context: Several studies have identified that applicants who apply to college via early admissions programs tend to be White and affluent. Because researchers have also identified benefits with applying early, akin to a 100 point boost on the SAT, such programs raise questions around equity in the college admissions process.…

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…

In 1951, 240 high school students with great academic promise interrupted their high school careers after completion of the 10th grade in order to enter college through an early admissions program. This document presents a follow-up study of these students, 213 of whom were males, and 252 other students who entered college in the conventional…

The study reports on a group of 25 educationally accelerated entrants to Johns Hopkins University. Findings support the ability of students who enter a highly selective college two to five years early to make good grades, win honors, and graduate promptly. (Author/CL)

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)

This paper on early college entrance for gifted high-school students considers the advantages of early college entrance, the willingness of colleges and universities to accept early entrants, special programs developed to assist early entrants, and potential difficulties with early entrance. Guidelines are presented for maximizing the chances of…

Forty-four male and 22 female students attending an early entrance to college program for talented students completed the Mathematics Anxiety Rating Scale. Results indicate that these talented students are less mathematically anxious than typical college students. Females are more mathematically anxious than males, although the finding is not…