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)

The case of Michael Kearney, who completed high school and college by age 10, is used to illustrate characteristics of profoundly gifted children, including expected and atypical characteristics of giftedness and the ability to intuit knowledge, learn from diverse sources, interact at multiple ability levels, and try out theories in unusual ways.…

This article looks at decision factors in early admission or grade advancement for young gifted children. Specific criteria are offered for determining the appropriateness of both early admission and grade advancement. Special training for teachers and parents of gifted children is encouraged. (DB)

In this article, a high school student describes his experience pursuing simultaneous coursework at the college level. The complexities of special college admission processes are outlined, and the options presented by college honors courses and extracurricular activities are discussed. The choice of what college to attend after completing high…

Thirty-three female early college entrants were administered a psychological inventory at the beginning and end of the first college year. Accelerants evidenced a consistent pattern of healthy personality growth over the year, which was not observed in a control group of capable nonaccelerants still attending high schools. (Author/JDD)

This interview with Carolyn Callahan, an expert in gifted education, examines the process of program evaluation and other topics. It discusses how often evaluations should be done, differences between evaluating a relatively new program and a well-established program, inappropriate evaluation practices, program features parents should look for,…

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…

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…

The monograph describes the application of flexible pacing as a means of meeting the educational needs of gifted students in schools throughout the country. Flexible pacing is defined as placing students at an appropriate instructional level and allowing them to move forward in the curriculum as they master content and skills. Flexible pacing is…

Discusses early admissions programs to college work and the guidelines of the admissions process. (Author/RK)

Despite evidence of many research studies supporting early school admission for mentally advanced children, attitudes and practice in the majority of schools have prevented its institution. This article discusses the major questions raised about early admission, examines teacher attitudes, and concludes that teachers need to be reeducated on this…

Comparison of Great Britain's and other countries' school admission policies suggested that, while Great Britain already has one of the lowest statutory admission ages in Europe and the United States, there is a trend in England and Wales to admit children to school at an even younger age. (Author/CB)

In this interview, Julian C. Stanley discusses programs of the Texas Academy of Mathematics and Science for gifted students, the disproportionate time and money consumed in identifying and programing for minority gifted students, use of intelligence quotient and aptitude test scores, and experience with early admission to college. (JDD)

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…

Research has found that teachers' objections to accelerating gifted students are mainly based on a fear that acceleration will lead to social or emotional damage. Ironically, it is the academic and emotional maturity which characterizes intellectually gifted students, coupled with their high levels of academic achievement, which makes them such…