Early College Entrance in Australia

Abstract

Early college entry is an educational intervention that is being increasingly used in Australia. Following a review of the current Australian literature on early college entry, an overview is provided of the characteristics of, and the procedures associated with, one formal Australian early college entry program (the Early Admission for Exceptionally Talented Students Scheme at The University of New South Wales). Thereafter, a discussion is presented of the insights that may be gained from the research to optimally address the intellectual and socioemotional development of exceptionally gifted students who may be candidates for early college entry. Finally, a number of suggestions for the direction and focus of future research are made.

Keywords:

• acceleration
• college
• early college entry
• gifted
• intellectual development
• socioemotional development

Additional information

Notes on contributors

Jae Yup Jung

Dr. Jae Yup Jung is a senior lecturer in the School of Education at The University of New South Wales in Sydney, Australia. His research focus is on the decision making of gifted and nongifted adolescents on topics such as careers, university entrance, and friendships, usually incorporating motivational and cultural perspectives. He has published in a range of journals including Gifted Child Quarterly, Journal for the Education of the Gifted, Roeper Review, Journal of Career Assessment, Journal of Career Development, and Research in Higher Education. [email protected]

Marie Young

Dr. Marie Young lectures in the School of Education at The University of New South Wales in Sydney, Australia. She researches acceleration in exceptionally gifted children at universities. Her research highlights how accelerated students are affected by issues of tertiary admission, equity, and support, on top of socioemotional issues and academic challenges. [email protected]

Miraca U. M. Gross

Dr. Miraca U. M. Gross is Emeritus Professor in the School of Education and Honorary Director of the Gifted Education Research, Resource and Information Centre (GERRIC) at The University of New South Wales in Sydney, Australia. Her research has focused on issues of equity for gifted students, ability grouping, acceleration, socioaffective development, and the highly gifted. She has won several international research awards including the Hollingworth Award for Excellence in Research in Gifted Education and the Mensa International Education and Research Foundation Award for Excellence. In 2008, Mensa further honored her with their Lifetime Achievement Award. In 2005, the National Association for Gifted Children honored her with their Distinguished Scholar Award (the first time this was awarded to a scholar outside North America). In her retirement, she retains her keen interest and involvement in teaching and research within the field of gifted education. [email protected]