Early Entrance to College: The Johns Hopkins Experience; Study of Mathematically Precocious Youth (SIMPY), The Johns Hopkins University.

Eisenberg, Ann R.; George, William C.

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Peer reviewed

ERIC Number: EJ212664

Record Type: Journal

Publication Date: 1979

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Early Entrance to College: The Johns Hopkins Experience; Study of Mathematically Precocious Youth (SIMPY), The Johns Hopkins University.

Eisenberg, Ann R.; George, William C.

College and University, v54 n2 p109-18 Win 1979

The effects of shortening gifted students' overall time for completing elementary, secondary, and collegiate education are addressed. A study of the performance of such accelerated students in Johns Hopkins University's program indicates that most of the early entrants have done well without encountering serious emotional and social difficulties. (JMD)

Descriptors: Academic Achievement, Academically Gifted, Acceleration, College Admission, College Students, Early Admission, Exceptional Child Research, Grade Point Average, Higher Education, Mathematics, Student Adjustment

Publication Type: Journal Articles; Reports - Research; Information Analyses

Education Level: N/A

Audience: N/A

Language: English

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