Abstract
The University of Washington's Early Entrance Program (EEP) enables intellectually advanced adolescents to enter college without attending high school. The program has a demonstrated, positive effect on gifted students' academic development. What is less clear is the social and emotional impact of early college entrance. Thirty-one Early Entrance students participated in one-hour focus group discussions in which they discussed their social and emotional experiences as young college students. Although participants expressed varying degrees of comfort in diverse social situations, all believed themselves to be more mature than they would have been had they gone to high school, and all reported themselves to be well-socialized. According to participants, the principle socio-emotional strengths of the EEP are its acceptance of individual differences, its encouragement of excellence and personal responsibility, and the solidarity and sense of belonging it offers students.
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