ERIC Number: EJ1049282
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 24
Outcomes for Students on a Fast Track to College: Early College Entrance Programs at the University of Washington
Hertzog, Nancy B.; Chung, Rachel U.
Roeper Review, v37 n1 p39-49 2015
Radical acceleration from middle school to university is an unusual option in the United States. The Early Entrance Program and the University of Washington (UW) Academy for Young Scholars housed in the Halbert and Nancy Robinson Center for Young Scholars are two of only 21 early university entrance programs offered in the United States. Due to the uniqueness of the participants and the programs, there currently exists a significant gap in the literature associated with the long-term impact of early university entrance programs. This article shares specifics of the early entrance programs and reports the preliminary results of the 35th-year follow-up study of the Early Entrance Program and the first alumni study of the UW Academy for Young Scholars. Findings relate to graduates' personal, academic, and professional lives since they graduated from the university.
Descriptors: Acceleration (Education), Transitional Programs, Advanced Placement Programs, Middle School Students, College School Cooperation, Outcomes of Education, Educational Assessment, Educational Indicators, Followup Studies, Educational History, Educational Counseling, Case Studies, Mixed Methods Research, Questionnaires, Online Surveys, Graduate Surveys, Semi Structured Interviews, Alumni, Demography, Interpersonal Relationship, Psychological Patterns, Employment Opportunities, Program Effectiveness, Program Evaluation
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Washington