How Did Six Highly Accelerated Gifted Students Fare in Graduate School?

Stanley, Julian C.

doi:10.1177/001698628502900409

Cited by 16 publications

(6 citation statements)

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“…These early entrants were followed up and were found to be highly successful in college and afterwards. Subsequently, other cohorts of young college students were studied, leading to a general conclusion that groups of early college entrants fare well academically without having social and emotional problems (see, for example, Stanley, 1985;Brody et al, 1988Brody & Stanley, 1991).…”

Section: Accelerationmentioning

confidence: 99%

Talent search research: what have we learned?

Brody

Mills

2005

High Ability Studies

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Section: Accelerationmentioning

confidence: 99%

Talent search research: what have we learned?

Brody

Mills

2005

High Ability Studies

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“…The Study of Mathematically Precocious Youth (SMPY) and similar talent search programs have a long history of studying the longitudinal effects of acceleration among highly talented students (Barnett & Durden, 1993; Benbow, Lubinski, Shea, & Eftekhari-Sanjani, 2000; Brody et al, 1990; Kolitch & Brody, 1992; Lubinski & Benbow, 2006; Lubinski, Webb, Morelock, & Benbow, 2001; Richardson & Benbow, 1990; Stanley, 1973, 1985, 1988; Stanley & McGill, 1986; Swiatek, 2002; Swiatek & Benbow, 1991a, 1991b, 1992). This rich collection of data indicates that early attempts at acceleration were successful (e.g., Stanley, 1973), and the history of Talent Searches has continued to show academic benefits of acceleration (e.g., Stanley, 1988; Swiatek, 2002).…”

Section: Introductionmentioning

confidence: 99%

A Sample of Gifted and Talented Educators’ Attitudes About Academic Acceleration

Siegle

Wilson

Little

2013

Journal of Advanced Academics

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Despite extensive research supporting its use, including the 2004 publication of A Nation Deceived, acceleration is an underutilized strategy for meeting the academic needs of gifted and talented students. Parents’ and educators’ attitudes and beliefs about acceleration influence the extent to which it is implemented in schools. This study investigated gifted and talented educators’ attitudes toward acceleration using a 7-point rating scale measuring concerns about acceleration, beliefs about acceleration, and support for specific acceleration strategies. Data indicated there were no differences in attitudes among teachers from rural, suburban, or urban school districts. Overall, the least popular acceleration strategies were also the easiest to implement, but caused the greatest change in students’ environments (i.e., grade-skipping and early entrance to kindergarten). As expected, the educators were most troubled by social issues and least concerned about academic issues related to acceleration.

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“…In light of the widespread resistance to early entrance, further research that highlights the social and emotional adjustment of these students is needed so that parents and prospective early entrants will base their decisions on evidence, rather than myths. Additionally, since research on early entrants has largely focused on long-term outcomes and has demonstrated their educational and occupational success over time (Stanley, 1985a(Stanley, , 1985bStanley & Benbow, 1983;Stanley & McGill, 1986), more empirical attention needs to be directed at the short-term impact of entering college early. For example, it would be useful to learn more about how early entrants adjust during their first semester in college, which may arguably be the most critical juncture for them in terms oftheir adjustment.…”

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confidence: 99%

Early-Entrance Students: Impressions of Their First Semester of College

Muratori

Colangelo

Assouline

2003

Gifted Child Quarterly

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Although the long-term impact of early entrance to college has been examined, one issue that has received inadequate attention in the gifted education literature is how students enrolled in early-entrance programs adjust during their first semester of college, which is arguably the most critical juncture for them in terms of their transition from high school. The purpose of this study was to identify the unique academic, social, family, and transition issues that challenged the inaugural class of the National Academy of Arts, Sciences, and Engineering (NAASE), an early-entrance program at the University of Iowa. Through the use of in-depth interviews, behavioral observations, and student and parent surveys, a rich picture of the students' satisfaction and challenges with their first-semester college experiences emerged. While the primary aim of this research was to examine the NAASE students' first-semester adjustment, the study also served to evaluate the effectiveness of the NAASE program from the students' perspectives.

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How Did Six Highly Accelerated Gifted Students Fare in Graduate School?

Abstract: This article reports follow-up information on six very young college graduates. The myth of "early ripe, early rot" is clearly refuted by the outstanding success of each of these six young accelerants.

Cited by 16 publications

References 1 publication

Talent search research: what have we learned?

Talent search research: what have we learned?

A Sample of Gifted and Talented Educators’ Attitudes About Academic Acceleration

Early-Entrance Students: Impressions of Their First Semester of College

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