Providing an optimal educational setting for the highly able learner requires multiple compromises. The educational system in contemporary United States is an age-graded progression that allows little flexibility for the youngster who is different. For the very bright child, it is impossible within the system to achieve, simultaneously, matching with classmates who are (1) of the same age and average intelligence, (2) at the child's own level of social and emotional maturity, and (3) at the child's level of intellectual maturity and/or academic achievement. Placement in segregated classes for gifted youngsters precludes interaction with nongifted peers and, for the highly advanced child, may still not provide an adequate match in other spheres. Acceleration of academic placement (grade skipping) can often improve the match between capability and intellectual challenge and provide exposure to a wider range of non-

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