An Investigation of an Early College Entrance Program's Ability to Impact Intellectual and Social Development

• Published in: Roeper review Vol. 44; no. 2; pp. 111 - 122
• Main Authors: Wu, Jiaju, Assouline, Susan, McClurg, Virginia M., McCallum, R. Steve
• Format: Journal Article
• Language: English
• Published: Bloomfield Hills Routledge 03.04.2022; Taylor & Francis Inc
• Subjects: academic acceleration; Academically Gifted; Acceleration (Education); Child development; College Preparation; Dual Enrollment; Early Admission; early college entrance; Family Relationship; Gifted children; Gifted education; Happiness; Higher education; Intellectual Development; Outcomes of Education; Peer Acceptance; Peer Relationship; Peer relationships; Psychological Patterns; Social Development; Student Attitudes; Transitional Programs; Iowa
• ISSN: 0278-3193; 1940-865X
• DOI: 10.1080/02783193.2022.2043503

Self-reported perceptions of the impact of acceleration through an early college entrance program at the University of Iowa National Academy of Arts, Sciences, and Engineering (NAASE), revealed the program's contribution to students' overall development. Responses from a sample of 76-gifted participants to a 64-item survey offered insights about accelerated college-aged students' perceptions of their intellectual and social growth, peer and family relationships, leadership ability, happiness, and peer acceptance. Self-perceptions of NAASE program effectiveness were generally positive. Not all abilities or skills were perceived as equally impacted as a function of participation in the NAASE program. Results add to the growing literature explicating the effects of participation in an early college entrance program on the development and peer relationships of gifted students. Implications are discussed for further research.