Education: SAVING THE SMART KIDS

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Even the most enthusiastic proponents of grade skipping would have qualms about placing a 5year-old in an ordinary sixth-grade class of rowdy tweens. But most kids who are accelerated--even radically--turn out fine. Accelerated students are nearly as likely to participate in extracurriculars as nonaccelerants and rate no differently on personal-adjustment scales. Some early entrants to college find freshman year difficult, but by the end of that year, they score virtually the same as older classmates do on psychological inventories. Some researchers have found a little-fish-big-pond effect on the self-esteem of kids who are moved into classes with intellectual equals for the first time. But the effect is usually small and temporary (and, some speculate, healthy for the often outsize egos of highly talented students).

A 2001 study of 320 adults who were accelerated as highly gifted kids 20 years ago found that more than 70% had no regrets about the experience. Among those who were dissatisfied, nearly half wished they had accelerated more, not less. A 1996 study also found that students who had been accelerated made more money than gifted kids who had decided to move at the normal pace. That doesn't mean acceleration leads to success, of course. But it does mean that acceleration doesn't usually carry long-term negative consequences.

Andrew Fowler, 17, is typical of grade skippers. After vaulting over first grade in Ames, Iowa, 11 years ago, he was worried about leaving friends behind. The first year "was kind of hard," he says, but "by the end of the second year, I was fine ... It wasn't like I didn't see all the other people I knew ever again." Fowler, who just started Cornell College in Iowa, sounds as though he may not have accelerated fast enough. "It was kind of boring throughout elementary school," he says. "In middle school, it began to get more challenging."

Since it first appeared in 1981, David Elkind's The Hurried Child, which has sold more than 300,000 copies, has prompted educators to wonder whether parents are racing their children through childhood. "'Let kids be kids.' You hear that a lot," responds Colangelo. "But a lot of times, when you make no move, you are causing harm ... Would you rather your kid be miserable in class every day just so he can get his driver's license at the same time as everyone else?"

Acceleration doesn't always work out, of course. Angela Carr, 34, a teacher at Kaplan Educational Services in Chicago, says her early entry into a South Side elementary school, at age 4, as well as a subsequent grade skip, hindered her upbringing. "I was so much younger than my peers," says Carr. "In high school, I was teased about being a virgin. Soon, I wanted to do the things my friends were doing, even though I was younger." As a teen, Carr started drinking with older classmates. Now she realizes that although she was "book smart," she lacked the maturity to be in high school.