REFERENCES
- Assouline, S. G., Colangelo, N., & VanTassel-Baska. (in press). A nation empowered: Evidence trumps the excuses that hold back America’s brightest students (Vol. 1 and Vol. II). Iowa City, IA: The University of Iowa, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
- Assouline, S. G., & Lupkowski-Shoplik, A. E. (2012). The talent search model of gifted identification. Journal of Psychoeducational Assessment, 30, 45 –59.
- Brody, L. E., Muratori, M. C., & Stanley, J. C. (2004). Early entrance to college: Academic, social, and emotional considerations. In N. Colangelo, S. Assouline, & M. U. M. Gross ( Eds.), A nation deceived: How schools hold back America’s brightest students ( Vol. 2, pp. 97 –107). Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
- Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004). A nation deceived: How schools hold back America’s brightest students (Vol. 1 and Vol. II). Iowa City, IA: The University of Iowa, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
- Dai, D. (2015). Understanding and serving precocious youth across nations: Introduction to the special issue on early college entrance programs. Roeper Review, 37, 5 –8.
- Dai, D., & Steenbergen-Hu, S. (2015). Special class for the gifted young: A 34-year experimentation with early college entrance programs in China. Roeper Review, 37, 9 –18.
- Hertzog, N. B., & Chung, R. U. (2015). Outcomes for students on a fast track to college: Early college entrance programs at the University of Washington. Roeper Review, 37, 39 –49.
- Jung, J. Y., Young, M., & Gross, M. U. M. (2015). Early college entrance in Australia. Roeper Review, 37, 19 –28.
- Pressey, S. L. (1949). Educational acceleration: Appraisals and basic problems (Bureau of Educational Research Monographs, No. 31). Columbus: Ohio State University Press.
- Rogers, K. B. (2004). The academic effects of acceleration. In N. Colangelo, S. Assouline, & M. U. M. Gross ( Eds.), A nation deceived: How schools hold back America’s brightest students ( Vol. 2; pp. 47 –58). Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
- Sayler, M. (2015). Texas Academy of Mathematics and Science: 25 years of early college STEM opportunities. Roeper Review, 37, 29 –38.
- Southern, W. T., & Jones, E. D. (2004). Types of acceleration: Dimensions and issues. In N. Colangelo, S. Assouline, & M. U. M. Gross ( Eds.), A nation deceived: How schools hold back America’s brightest students ( Vol. 2, pp. 5 –12). Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
- Stanley, J. C. (1991). A better model for residential high schools for talented youths. Phi Delta Kappan, 72(6), 471 –473.
- Wechsler, D. (2008). Wechsler Adult Intelligence Scale-Fourth Edition. San Antonio, TX: Pearson.