Guidelines for early admission to elementary school

Abstract

An early admission procedure is the first step in adjusting formal educational programming to meet the educational, social, and emotional needs of intellectually advanced children. In view of the benefits to the child and potential benefits to society of meeting the intellectually advanced child's needs, it is important that school systems establish early admission policies. This article presents 12 guidelines for processing an early admission applicant.

Inequity in equity: How "equity" can lead to inequity for high-potential students.

“…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).…”

Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment

“…Individual intelligence tests provide more accurate information on intellectual processing, but are more time consuming and expensive to administer and so are rarely available to gifted children through the schools. Individual intelligence testing has been recommended for the identification of intellectually gifted children, especially the highly gifted (Silverman, 1989), candidates for grade acceleration (Proctor, Feldhusen, & Black, 1988), underachievers (Rimm, 1995), and twice-exceptional children (Barton & Starnes, 1989). Boodoo, Bradley, Frontera, Pitts, and Wright (1989) conducted two statewide surveys and found that learning disabled gifted children were not being identified or served in most school districts.…”

Ten-year longitudinal follow-up of ability-matched accelerated and unaccelerated gifted students.

“…However, Feldhusen, Proctor, and Black (1986) noted that this difficulty can be avoided through the careful evaluation of a student to ensure that he or she is well prepared for advanced grade placement. Moreover, no studies have yielded evidence that students who have been accelerated exhibit deficits in knowledge or achievement (e.g., Feldhusen et al, 1986; Janos, 1987; Mercurio, 1980; Proctor, Black, & Feldhusen, 1988; Proctor, Feldhusen, & Black, 1988; Robinson & Janos, 1986; Stanley & Benbow, 1983; Swiatek & Benbow, 1991). Literature reviews (e.g., Feldhusen, 1989; Paulus, 1984) and a sophisticated meta-analysis (Kulik & Kulik, 1984) have yielded similar conclusions: When acceleration is properly used, it works academically.…”