Early college entrants at Purdue University: A study of their academic and social characteristics

Micheal Frank Sayler, Purdue University

Abstract

This study explored the academic and social characteristics of early college entrants at Purdue University. Subjects (N = 249) were full-time undergraduates who were in college one or more years early. Full-time students took more than 12 hours of undergraduate course work in the fall and spring semesters. The subjects were attending college early through a variety of circumstances: early kindergarten or first grade entrance, grade skipping prior to high school graduation, or acceleration through high school. One source of information on the early entrants was the academic records of the subjects obtained from the Purdue University Office of the Registrar. These data included current demographic information and information about the subjects' high-school academic experiences. A second source of information was a survey instrument that further explored the academic and social characteristics of the early entrants. The survey combined open-ended and selected response items. Interviews were conducted with some of the subjects to clarify and extend the data gathered. The results of the study indicated that the early entrants were a superior group of students academically, outscoring students nationally and Purdue University freshmen locally. The subjects reported significantly high satisfaction with their high school experiences. No differences were found in satisfaction with high school by gender or ability level. They were active in high school having held many leadership roles, participating in numerous extracurricular activities, and obtaining a sizable number of college credits prior to entry into college. The highest-ability subjects earned significantly more total college credits and AP credits prior to entry into college than did the lower- and middle-ability subjects. The high level of participation in academic and extracurricular activities continued once the subjects entered college. The subjects were significantly influenced in their decision to attend Purdue University by the reputation of its departments and schools, its prestige, and by parental encouragement. They enjoyed college and were well adjusted to college life despite fears commonly voiced over the perceived adverse effect of grade skipping or early entry into school or college. They pursued many majors although the selection of majors was concentrated in the sciences and engineering. Their choice of majors was significantly influenced by the subjects' enjoyment of the field, its intellectual challenge, and career opportunities. They studied hard, dated regularly usually with people older than themselves, and found time for other social activities. Female subjects dated significantly more often than male subjects. Most subjects encouraged bright high-school students to consider early college entrance.

Degree

Ph.D.

Advisors

Feldhusen, Purdue University.

Subject Area

Higher education|Special education|Educational sociology

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