Analysis and Evaluation of Early Admission to School for Mentally Advanced Children

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Abstract
The purpose of the study was to determine the effect of early admission on sixty-three children in the first, third, fifth, and seventh grades in relation to their peers in terms of academic and nonacademic achievement, social and emotional development. Information was gathered from 1) permanent student records, 2) parent and teacher questionnaires, and 3) a specially devised teacher-rating instrument. Analyses of covariance were done and f-tests of significance were made on the data collected. The results showed that, in general, there were no significant differences between the early-admit children and their non-early-admit peers. Parent and teacher questionnaires showed that, in general, teachers were opposed to early admission, and that parents of early-admit pupils were in favor of early admission, while parents of non-early admits were not.

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