The University of North Texas's Texas Academy of Mathematics and Science began admitting students to its 2-year early college entrance science, technology, engineering, and mathematics (STEM) program in the fall of 1988. This program provided accelerated entry for top students in Texas in the areas of mathematics and science. Approximately 200 students per year entered the program. This model for an early college entrance program was successful, with over 4,000 students participating and many going on to pursue STEM graduate programs and degrees. Completers matriculated to top research universities across the country.

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Sixty chddren in grades 3 to 8 served as subjects in a study of self-concept changes after participation in a creative enrichment, pullout program for the gifted. Results showed positive gains on two self-concept scales for children in grades 3 to 6 and positive gains on one of two self-concept scales for grades 7 and 8.Does participation in a pullout enrichment program affect the selfconcepts of gifted and talented students? Does the program affect boys and grls differently! The research reported to date is inconsistent with reference to both questions.Conflicting results have been obtained from studies investigating the effect of participation in gifted programs on students'

The purpose of the current study was to examine the predictive nature of parenting style and overall family environment on the academic performance and program completion of early college entrants. Furthermore, gender and family form were examined as possible moderators to these relationships. A total of 88 early college entrants participated in this study. Results indicate that gender and family form had no measurable effect on grade point average or on program completion among early college entrants. Parenting style combined with overall family environment was not predictive of program completion or changes in academic performance. However, further analyses revealed that an authoritative parenting style was related to increases in grade point average among those students who showed an increase in grade point average during the program.