ABSTRACT
In 1949, Pressey found that able students who entered college at earlier ages earned better grades and were more likely to graduate than like-ability peers. They also participated in extracurricular activities. From his studies, Pressey concluded that able children were capable of entering school earlier, progressing more rapidly than the average child without harm, compacting multiple years of elementary school into less time, and earning credit via examination for college courses. In the social area, Rogers noted that early entrance to kindergarten had a positive effect on social and emotional indices. Accelerated students tended to be more socially mature, popular, and involved in extracurricular activities. In terms of leadership and extracurricular activities, accelerated students in math and science were involved in activities outside of school and were more likely to hold leadership positions and participate in math clubs compared with nonaccelerated peers.
