Early College Entrance: How Will My Child Do?

Autor/inn/en	Chung, Rachel U.; Hertzog, Nancy B.
Titel	Early College Entrance: How Will My Child Do?
Quelle	In: Parenting for High Potential, 4 (2014) 3, S.9 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Acceleration (Education); Early Admission; College Admission; Academically Gifted; Graduate Surveys; Alumni; Outcomes of Education; Interpersonal Relationship; College Graduates; Washington + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Früheinschulung; Hochschulzugang; Hochschulzulassung; Zulassung; Lernleistung; Schulerfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulabsolvent; Hochschulabsolventin
Abstract	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. (ERIC).
Anmerkungen	National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/php.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01