“…Of what does acceleration or curricular flexibility consist?It includes early admittance to school (Proctor, Feldhusen, & Black, 1988), grade skipping (Feldhusen, Proctor, & Black, 1986), entering college early with or without a high school diploma (most high schools will award a high school diploma after completion of 1 year of college; Brody & Stanley, 1991; Eisenberg & George, 1979; Janos, Robinson, & Lunneborg, 1989; Robinson & Janos, 1986; Stanley & Benbow, 1983), entering a college early-entrance program such as those at Simon's Rock College or the Texas Academy of Mathematics and Science (Stanley, 1991), the International Baccalaureate (see description in Cox, Daniels, & Boston, 1986), taking a course (e.g., Algebra 1) 1 or more years earlier than typical (Kolitch & Brody, 1992), taking college courses on a part-time basis while still in secondary school (Solano & George, 1976), taking special fast-paced classes during the summer or academic year (Bartkovich & George, 1980; Durden, 1980; Lynch, 1992; Stanley & Stanley, 1986; Swiatek & Benbow, 1991b; VanTassel-Baska, 1983), completing 2 years of a subject in 1 year, compressing curricula, taking Advanced Placement Program (AP) courses and examinations (AP courses are college-level courses taught in high school but may garner college credit for the student if final exam scores are sufficiently high; Zak, Benbow, & Stanley, 1983), individual tutoring in advanced subject matter (Stanley, 1979), participating in competitions such as the Mathematical Olympiads for Elementary Schools, MathCounts (for seventh- and eighth-grade students), the American High School Mathematics Examination, the Westinghouse Science Talent Search, and the Putnam (college mathematics) Competition (such competitions enable high-potential students to interact directly and indirectly with their true intellectual peers while working with advanced subject matter), earning a master's degree simultaneously with a bachelor's degree, and joint MD/PhD programs. Acceleration essentially consists of using with younger gifted students already available resources, curricula, or programs designed for older students (Benbow & Stanley, 1983).…”