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ABSTRACT
Early College High Schools and Early College Entrance Programs offer college material to students who are ready for it before they reach the traditional age to begin college enrollment. With the goal of addressing concerns related to the success of these programs and their impact on affective development among students, a systematic review and thematic analysis was conducted. The analysis revealed five major themes: early college entrants tend to be successful academically, both during program enrollment and after program completion, are more likely than the general population to pursue graduate degrees and do so with high academic honors, reflect on their academic and affective experiences positively, and go on to have successful and happy lives. Some issues may arise in regard to the transition to college material and the social experience of being younger than traditional college students.
Acknowledgments
Dianna Mullet aided in the development of this manuscript. A sincere “thank you” to her for her guidance and contributions.
This review took place as part of a doctoral dissertation by the first author.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Noel Jett
Noel Jett received her PhD in Educational Psychology for the Gifted and Talented in 2018 and is now pursuing a Master of Science in Clinical Mental Health Counseling from the Texas Tech University Health Sciences Center. Her work as a counselor will focus on the psychosocial needs of gifted children and adolescents.Email: [email protected]
Anne N. Rinn
Anne N. Rinn, PhD, is Professor of Educational Psychology at the University of North Texas, where she is also Director of the Office for Giftedness, Talent Development, and Creativity. Her area of expertise is the social, emotional, and psychosocial development of high ability individuals. Email: [email protected]