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This article relates research on subjects who entered college at age 14 or younger. Students answered questions regarding how well they developed socially. The research shows that for the first two years of college, young entrants form strong relationships with their age-group's peers and for the final two years of college, they branch out to form relationships with older students. The article also acknowledges that although empirical studies for the most part support the ability of young college entrants to form strong friendships, there are ...
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This article by Paula Olszewski-Kubilius reviews research about the academic and social performance of students entering college early. Research results suggest that early entrants continue to achieve at high levels in college. Students make the adjustment to the social scene on campus easily and have friendships with typically aged college students. Research suggests that early entrant students tend to continue on to graduate school and use the time gained for further academic opportunities. The decision to enter college early is one of matchi...
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This article Kathleen Noble and Julie Drummond describes their study looking at students in the Early Entrance Program (EEP) at the University of Washington. They examined perceptions of early college entrance, with a focus on the reasons for choosing this option; their experiences with other students and teachers; and the effect skipping high school had on their social, emotional and intellectual development. The results and responses from students suppport the efficacy of the program.
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U.S. Secretary of Education Margaret Spellings delivered this speech on August 22, 2006 during the opening ceremony of The Davidson Academy of Nevada. Topics included: No Child Left Behind, the necessity for customized education plans, and the opportunities that the first class of Davidson Academy students will receive.
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This article follows the social and emotional development students in the University of Washington's Early Entrance Program. EEPallows intellectually advanced students to skip high school and go right into college. The authors caution against generalizing beyond the study. Authored by Kathleen Noble, Tara Arndt, Tristan Nicholson, Thor Sletten and Arturo Zamora.
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This article by Gera Witte discusses the option of dual enrollment in college for gifted and talented students once they have exhausted all of the options available at their high school.
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This article, by Michelle Muratori, Nicolas Colangelo, and Susan Assouline, discusses a study conducted to identify the unique academic, social, family, and transistion issues that challened the inaugural class of the National Academy of Arts, Sciences, and Engineering (NAASE), an early-entrance program at the University of Iowa.
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Davidson Family Consultant compiled notes from a Q & A session with Jon Reider of San Francisco University High School. Some examples of the discussed topics are "Do you have any advice for homeschooling students or parents?", "What do colleges look for?", and "How might your suggest selecting a college or university?"
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This article by Julian Stanley and Camilla Benbow focuses on individuals who graduated from college at an early age. It describes their success and shows evidence that early college is an excellent option for extremely able students. The authors also offer comparatives statistics for several universities.
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This article describes a study that evaluated the achievements of 65 young entrants at the beginning undergraduate level and found them to be successful as a whole. The study discovered that a large number of AP credits was the greatest predictor of outstanding performance. Authored by Linda Brody, Susan Assouline, and Julian Stanley.
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