Love and Work: The Legacy of Early University Entrance

This is the second follow-up study of the Early Entrance Program at the University of Washington. Ninety-five individuals (45%) participated. Respondents overwhelmingly chose early university entrance because they were excited to learn; many also praised the peer group, intellectual stimulation, and...

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Bibliographic Details
Published in:The Gifted child quarterly 2007-04, Vol.51 (2), p.152-166
Main Authors: Noble, Kathleen D., Vaughan, Robert C., Chan, Christina, Childers, Sarah, Chow, Bryan, Federow, Ariel, Hughes, Sean
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Advising
Academically Gifted
Acceleration (Education)
Age Differences
Behavioral Sciences
Calculus
College Bound Students
Developmental Psychology
Early Admission
Emotional Adjustment
Emotional Development
English Curriculum
Ethics
Followup Studies
Gender Differences
Gifted
Grade 10
Grade 7
Grade 8
Grade 9
History
Intellectual Development
Learning
Mathematics Teachers
Middle Schools
Peer Groups
Physics
Principals
Qualitative Research
Resistance (Psychology)
Social Adjustment
Stimulation
Students
Transitional Programs
Washington
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Summary:This is the second follow-up study of the Early Entrance Program at the University of Washington. Ninety-five individuals (45%) participated. Respondents overwhelmingly chose early university entrance because they were excited to learn; many also praised the peer group, intellectual stimulation, and faculty and staff support. Some reported feeling too young to make important academic, career, and social decisions, with more males regretting the lack of dating partners because of age differences. As the program has matured, so have students' positive experiences in it. Significant differences were found among three groups of students who entered at different points, reflecting this maturation. A wealth of open-ended comments indicated that the program continues to exert a profound and positive influence on graduates' lives.
ISSN:0016-9862
1934-9041
DOI:10.1177/0016986207299472