Argues that education reform cannot be limited to what goes on in the classroom. Contends that innovation does not inevitably lead to change until and unless the innovators take back control over factors exogenous to the classroom, factors such as pre-college selection, outside testing, accreditation requirements, and class size. (Author/WRM)

This study investigated the characteristics and experiences of 59 college students accelerated from their freshman to their junior year. The students showed high academic performance and few social problems, but questions of personal identity remained problematic; the best single predictor of academic success was found to be freshman grade-point…