The author describes several of the "radical accelerants" who were identified in a study of mathematically precocious youth and who entered Johns Hopkins University in early adolescence. (CL)

Scores on the Math and Verbal Scholastic Aptitude Test (SAT) of 873 mathematically talented students (eighth grade and under) revealed that boys and girls performed similarly on the verbal SAT but that boys had a significantly higher mean score on the math SAT. (CL)

The antecedents for the four regional annual talent searches for boys and girls who reason exceptionally well mathematically and/or verbally began in 1971 at Johns Hopkins University in Baltimore, Maryland, with the creation of the "Study of mathematically precocious youth" under the direction of the author of this article, its…

This paper contains a brief description of the founding and early years of the Study of Mathematically Precocious Youth (SMPY) from 1968 to the present. Several of the guiding principles behind SMPY are discussed. SMPY led to the formation of strong regional, state, and local centers that now blanket the United States with annual talent searches…

The founder and director of the Study of Mathematically Precocious Youth (SMPY) at Johns Hopkins University discusses reasons why acceleration is a desirable educational strategy with highly gifted youth. Cases of successful radical acceleration by mathematically gifted youth illustrate the advantages to be gained by many others if the practice of…

To offset low challenge in high school courses, the Study of Mathematically Precocious Youth encourages intellectually talented students to choose from seven alternative acceleration options. Also offered are four reasons for taking college credit courses in high school. (MC)

Curriculum must be adapted to match the ability and developmental stages of the academically gifted. The Study of Mathematically Precocious Youth at Johns Hopkins University determined that curriculum flexibility, not change, is the best approach. (JOW)

The article discusses the breadth and depth of the Study of Mathematically Precocious Youth (SMPY) in its seventh year (1977-78). SMPY emphasizes the educational acceleration of youths who reason unusually well mathematically, and its activities focus on four areas: identification, description, development, and dissemination. (DLS)

Progress in programs to identify and develop academically precocious youth are discussed while showing that the age-in-grade basis for education impairs learning quality and extent. A national search for talented youth is described, and a longitudinal mathematics team-teaching program is proposed. (CM)

If the academic needs of the most profoundly gifted students can be met through the use of existing educational practices, specialists in gifted education can assume that the educational needs of less able, but still academically talented, students can also be met by using some combination of these strategies as well. This paper illustrates the…

This paper describes some students, especially at Johns Hopkins University, Maryland, who have graduated from college 3 or more years before the usual age of 22 or older. Such early graduation is not common, but neither is it extremely rare. Some young graduates seem to have been propelled through college under parental pressure, while others have…

Presents recommendations based on 13 years of work by the Study of Mathematically Precocious Youth. Holds that mathematically talented students are essential to our country's scientific and technological progress and that their abilities must be cultivated to a far greater extent than is permitted by current educational programs. (Author/GC)

Describes eight innovative four-year and two-year residential college programs that allow exceptionally able high school students early entrance to college. Programs are compared in terms of admission requirements, tuition, curricula, residential components and requirements, enrichment and leadership activities, gender restriction, and grade of…

Proposes that states promote the preparation of mathematically and scientifically talented high school students through the establishment of special residential high schools. (MD)

Two supplementary calculus classes for high school students are described. Both classes were projects sponsored by the Study of Mathematically Precocious Youth (SMPY) of Johns Hopkins University. (MP)