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ERIC Number: EJ1091866
Record Type: Journal
Publication Date: 2014-Dec
Pages: 4
Abstractor: ERIC
Early College Entrance: How Will My Child Do?
Chung, Rachel U.; Hertzog, Nancy B.
Parenting for High Potential, v4 n3 p9, 16-18 Dec 2014
Early college entrance is a form of acceleration, or the process of advancing students in academic programs faster than their same-aged peers. Many early entrants have demonstrated academic ability to achieve at high levels but they exhibit tremendous variety in their age, specific abilities, social and emotional maturity, family support, and personality traits. Today there are a variety of options for acceleration depending on each student's unique needs. Students may opt to take university courses while in high school, choose dual enrollment, or skip or drop out of high school entirely and enter college as fully matriculated freshmen, as in the case of the University of Washington's early entrance programs. A 2013 survey of 200 University of Washington (UW) early college entrance program alumni showed very positive academic and career outcomes, and mostly positive for social relationships--although there was some variance in the area of romantic relationships. Children who take initiative, desire greater challenge, and show exceptional academic potential, may thrive in an early college entrance program. However, parents should consider early entrance graduates often experience different perspectives in developing friendships and romantic relationships. Some students may not integrate fully into the college lifestyle and may need support in developing relationships beyond their peer cohorts. A list of resources is included.
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Parents
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington
Grant or Contract Numbers: N/A