Radically Early College Entrants on Radically Early College Entrance: A Heuristic Inquiry

Abstract

Although acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Furthermore, a large portion of this research pertained to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (3 or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, although more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.

College Choice: Considerations for Academically Advanced High School Seniors

“…Although some aspects of the choice process are well documented for culturally, linguistically, and economically diverse students (e.g., Klasik & Strayhorn, 2018), students from military families (e.g., Cabrera et al, 2018), and athletes (e.g., Mirabile & Witte, 2015), with few exceptions (e.g., Giancola & Kahlenberg, 2016; Glynn, 2019; Sloan, 2020; Yoon & Mann, 2017) there is a lack of current literature on the transition from high school to college for gifted students, and much of that research focuses on early college entry (e.g., Jett & Rinn, 2019; Mammadov et al, 2018). Choosing a college is a complex and highly individualized process.…”

Early High School Graduation: Policy Support for Secondary Acceleration

“…Postsecondary success requires both preparation and support. Although students who wish to graduate early may be receiving advanced academic instruction, they may also need some guidance to develop the study skills, self-advocacy skills, psychosocial skills, and independent living skills required for postsecondary talent development (Gross & Van Vliet, 2005;Jett & Rinn, 2019). Students may have skill sets that serve them well in secondary school settings, but they also need to be able to adapt to new, more complex postsecondary environments.…”

“…Early college entry can create social and emotional challenges for academically advanced students; however, those challenges are generally temporary and subside as students develop coping strategies and support networks (Colangelo et al, 2004; Dai & Rinn, 2008; Fund for the Advancement of Education, 1957). In a study of students who entered college three or more years before their grade-level peers, the participants noted that opposition to their early entry into college was largely based on concerns about the loss of social opportunities in high school (e.g., prom) and college (e.g., age-restricted activities), as well as the potential for insufficient academic and affective support in postsecondary education (e.g., social, familial, institutional; Jett & Rinn, 2019). However, some interventions, including study skills development, counseling to explore adaptive coping techniques, and the creation of social support networks, can increase the likelihood of success for early high school graduates engaging in postsecondary coursework (Gross & Van Vliet, 2005).…”

“…Students who could benefit from early graduation need support from their families and school personnel to identify their strengths and areas for growth. Many of the concerns about early college entry (e.g., social adjustment, readiness) are unwarranted or resolve as students adapt to their new postsecondary settings (Dai & Rinn, 2008; Fund for the Advancement of Education, 1957; Jett & Rinn, 2019). Early graduation is one option that can allow students with advanced learning needs to find compatible environments beyond high school to continue developing their talents.…”

Predictors of Academic Success in an Early College Entrance Program

“…Over the course of their relatively short existence, early college entrance programs, and early college entrants, have been studied from a variety of angles. Researchers have interviewed students (Jett & Rinn, 2019;Muratori, 2007;Noble et al, 1999;Noble & Drummond, 1992;Olszewski-Kubilius, 1998), alumni (Boazman & Sayler, 2011;Hertzog & Chung, 2015;Mammadov et al, 2018;Noble et al, 2007;Wilson, 2021), parents of students (Hertzog et al, 2021;Muratori, 2007;Noble et al, 2008), and even staff members from these programs (Muratori, 2007). They have studied the socioemotional impact of early college entrance programs (Cornell et al, 1991a) as well as the effect of these programs upon students' selfesteem (Lupkowski et al, 1992) and self-concept (Shepard et al, 2009).…”