Accelerating the educational progress of intellectually gifted youths1

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Abstract
Aptitude and achievement tests designed for much older students are invaluable for finding extremely high ability at younger ages. Results of the first two years of the Study of Mathematically and Scientifically Precocious Youth are examined to show that considerable educational acceleration is not only feasible but also desirable for those young people who are eager to move ahead. Skipping school grades, taking college courses part‐time, studying in special courses, and entering college early are inexpensive and supplemental to regular school practices. We do not advocate the usual in‐grade, non‐accelerative “enrichment”; procedures often recommended for intellectually gifted children. An heuristic overview is presented of the main assumptions and findings of the Study thus far.

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