3.4.7 Radical Acceleration: College for Content versus Sleepaway College

Radical acceleration is one strategy utilized to serve the needs of gifted students. Elementary, middle, and high school age students may be enrolled in college level content at an earlier than traditional age. This may take the form of dual credit enrollment, audit status, on campus early college programming, or full time/degree seeking enrollment. There are many misconceptions surrounding radical acceleration. One of the most unfortunate is the idea that gifted children who radically accelerate through school will become emotionally unstable and will miss the opportunity for normal adolescent development and fun (Solow & Rhodes, 2012). The research shows us that nothing could be farther from the truth. Radically accelerated students expressed greater global satisfaction with their lives than age peers, reported elevated levels of satisfaction in their achievements, immediate standard of living, personal safety, and future security than age peers, and expressed powerful feelings of general self-efficacy and high levels of trait seriousness, two constructs related to facilitating success (Boazman and Sayler, 2011). Another unfortunate misconception is the idea that gifted children who enter college at a young age likely will be unsuccessful in their adult work and relationships (Solow & Rhodes, 2012). Again, the research indicates the contrary. Grade skippers were found to be more likely to pursue advanced degrees in STEM and author peer-reviewed publications in STEM, to earn degrees and author publications earlier, and to have more total citations and cited publications by age 50 (Park, Lubinski and Benbow, 2013). When thoughtfully planned and monitored, radical acceleration has a positive emotional and academic effect on students, particularly when compared to their same-age peers (Gross, van Vliet, 2005). Among other characteristics, candidates for successful radical acceleration must possess some level of internal motivation regarding challenge and learning, be capable of independent thought and action, be capable of both other-directed and self-directed tasks, and be socially mature enough to navigate a post-secondary setting (Rogers, 2002). There are practical considerations that must be addressed when deciding to radically accelerate. These include transportation, responding to the inevitable age-related inquiries by fellow students (and often faculty!), willingness to ask for help when needed, ability to address personal living needs if the acceleration requires being away from home. Radical acceleration stands strong as an effective strategy for addressing the needs of our highly gifted students to remain challenged and involved and to become avidly engaged in their professional and personal lives.

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