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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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This full text article was written by Nancy Robinson for the Davidson Institute for Talent Development Early College Assistance Service. She lists the issues that need to be addressed when considering acceleration to college, the disadvantages and advantages, and alternative choices. Robinson also offers suggestions for preparing for a successful college experience and advice on picking a college.
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This article by Elizabeth Lovance explores her experiences growing up as a profoundly gifted young person. "Growing up gifted made me keenly aware of the pain that society inflicts on those who are different. It was not until I found a place where diversity of all sorts was valued that I was able to fully come to terms with how being gifted shapes my identity." She tells of her experience attending Smith College at age 14.
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This article by Dr. Joan Digby, discusses honors programs in depth. The discussion is meant to give the reader a good idea of the benefits of belonging to an honors program. The author also talks about what to look for when choosing a college or university.
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This article looks at the research done on early entrants. The authors suggest ". . . that for a constituency of exceptionally talented-but quite young-students, college enrollment, particularly when undertaken in concert with other able and motivated peers, can be both academically enhancing and facilitative of personal and social growth." Authored by Paul Janos, Nancy Robinson and Clifford Lunneborg.
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This article by Julian Stanley and Ann McGill details a study of profoundly gifted young people who entered college at an early age. It explores many different factors, such as grades, honors, degrees, etc. The study finds that pretty much all of the students who entered college early were successful in their college and professional careers.
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This article by Jane Fusco is about an exceptional young girl who is profoundly gifted. It briefly describes some of her accomplishments and talks about her schooling. She is now, at nine, taking courses at Rhode Island College.
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This full text articles is actually a two-part series by Beth Wright, the mother of a profoundly gifted early college entrant. The first article offers an insightful collection of parents' perspectives on early college issues and experiences. The article addresses the issue of how do you know if your child is ready, covering "What about the holes in his schooling?", "Socialization: How will your ten-year old interact with college students?", "What about note-taking and hand writing skills?", "Organization: You say your child is scattered?", and...
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This article reports on a study of adolescent girls enrolled in a residential early college entrance program and investigated whether socioemotional adjustment could be predicted by prior personality and family traits. Adjustment was assessed by staff, student, and peer perspectives over the course of one academic year. Results indicate consistent predictive relationships between the Jackson Personality Inventory, the Self-Perception Profile for Adolescents, the Family Environment Scale, the Parent Adolescent Communication Scale, and four outco...
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This article by Laura Vanderkam discusses the concept of skipping high school or accelerating quickly through it. It holds that there is nothing sacred about high school, and if a student is already beyond high school curriculum, he or she should be able to move on to college or work or whatever is of interest to them.
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This article by Nancy Robinson looks at the issue of radical acceleration. She examines the arguments in favor of it, the questions this topic raises and offers summary of results of previous studies. The text comes from an address Robinson made at a conference.
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This article provides gifted students advice on dual enrollment and the college search process.
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The Davidson Institute interviewed Dr. Mary Marcy, Vice President and Provost of Simon’s Rock College of Bard, to explore options offered for gifted learners. Simon's Rock offers an early college entrance program that focuses on the individual needs of the child in a rigorous learning environment.
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This full text article by Kathi Kearney discusses the issues surrounding the early college decision, part-time or full-time, for exceptionally and profoundly gifted children who are of elementary, middle school, or secondary age. It is actually the collection of a series of short advice articles. Tips for parents and students are included.
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This article by Paul Janos and Nancy Robinson discusses a study of accelerated students. The academic performance of 24 accelerated students was compared with that of 2 groups of college students averaging 4 years older. Accelerated students performed on par with older National Merit Scholars and out-performed other older students.
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This article by Paula Olszewski-Kubilius provides many of the questions that must be considered by a student and his/her parents before deciding on early college. The author provides information about the experiences early entrants have had with early college and the risks and benefits of taking this option as well as alternatives to early college. It also includes sections on who should consider early college entrance and alternatives to consider.
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This article discusses how many parents run into obstacles when seeking federal aid for their children. The article highlights the following areas: Who is not qualified?, Who is qualified?, Diploma equivalence, Ablility-to-benefit.
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