University of Washington

Predoctoral Research Associate at the Learning in Informal and Formal Environments (LIFE) Center

http://life-slc.org/

University of Washington

Predoctoral Research Associate at the UW Robinson Center for Young Scholars

https://robinsoncenter.uw.edu/

LeadersUp

Graduate Research Fellow

http://www.leadersup.org/fellows

University of Connecticut

Research Scientist at the National Center for Research on Gifted Education (NCRGE)

http://ncrge.uconn.edu/

University of North Texas

Assistant Professor

Assistant professor in Educational Psychology (EPSY) specializing in Gifted and Talented Education

Courses Taught

Undergraduate Courses:
Human Development
Educational Psychology

Graduate Courses:
Educational Psychology
Nature & Needs of the Gifted and Talented Student
Social and Emotional Components of Giftedness
Program planning for the Education of Gifted and Talented Students
Multicultural Gifted Education

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

Early entrance to college: An examination of self-determination within alumni of an early college entrance program

Journal for the Education of the Gifted

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

Early entrance to college: An examination of self-determination within alumni of an early college entrance program

Journal for the Education of the Gifted

Disentangling the roles of institutional and individual poverty in the identification of gifted students

Gifted Child Quarterly

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

Early entrance to college: An examination of self-determination within alumni of an early college entrance program

Journal for the Education of the Gifted

Disentangling the roles of institutional and individual poverty in the identification of gifted students

Gifted Child Quarterly

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

Identifying and Assessing Highly Capable Students

The WERA Educational Journal

Increasing diversity in our nation and schools requires us to rethink how we identify highly capable and gifted students. Problems with the identification processes and the merits of commonly used assessments are discussed. Using a cut-score on a single assessment to identify these students violates state law and is not a best practice. Nonverbal assessments, parent and teacher rating scales, and student portfolios are additional criteria that may contribute to a more holistic understanding of children and their needs during the identification process

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

Early entrance to college: An examination of self-determination within alumni of an early college entrance program

Journal for the Education of the Gifted

Disentangling the roles of institutional and individual poverty in the identification of gifted students

Gifted Child Quarterly

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

Identifying and Assessing Highly Capable Students

The WERA Educational Journal

Increasing diversity in our nation and schools requires us to rethink how we identify highly capable and gifted students. Problems with the identification processes and the merits of commonly used assessments are discussed. Using a cut-score on a single assessment to identify these students violates state law and is not a best practice. Nonverbal assessments, parent and teacher rating scales, and student portfolios are additional criteria that may contribute to a more holistic understanding of children and their needs during the identification process

Teaching and learning in STEM enrichment spaces: From doing math to thinking mathematically

Roeper Review

Science, technology, engineering, and mathematics (STEM) enrichment programs can meet the needs of gifted students by providing an intellectual challenge, a motivated peer group, and skilled teachers. In the Saturday Enrichment Program (SEP), 40 students (Grades 4–8) explored challenging math topics not typically taught in their schools. Pre and post questionnaires, video documentation of classes, and field notes indicated that students were less interested in the content of their school math classes after participation in SEP. They also reported that SEP provided a more appropriate pace, challenge, and fun. Analysis of classroom videos revealed four major strategies teachers utilized: (a) fostering of a supportive and collaborative environment, (b) developing the identity of a mathematician, (c) open-ended questions for conceptual exploration, and (d) discovery through play.

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

Early entrance to college: An examination of self-determination within alumni of an early college entrance program

Journal for the Education of the Gifted

Disentangling the roles of institutional and individual poverty in the identification of gifted students

Gifted Child Quarterly

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

Identifying and Assessing Highly Capable Students

The WERA Educational Journal

Increasing diversity in our nation and schools requires us to rethink how we identify highly capable and gifted students. Problems with the identification processes and the merits of commonly used assessments are discussed. Using a cut-score on a single assessment to identify these students violates state law and is not a best practice. Nonverbal assessments, parent and teacher rating scales, and student portfolios are additional criteria that may contribute to a more holistic understanding of children and their needs during the identification process

Teaching and learning in STEM enrichment spaces: From doing math to thinking mathematically

Roeper Review

Science, technology, engineering, and mathematics (STEM) enrichment programs can meet the needs of gifted students by providing an intellectual challenge, a motivated peer group, and skilled teachers. In the Saturday Enrichment Program (SEP), 40 students (Grades 4–8) explored challenging math topics not typically taught in their schools. Pre and post questionnaires, video documentation of classes, and field notes indicated that students were less interested in the content of their school math classes after participation in SEP. They also reported that SEP provided a more appropriate pace, challenge, and fun. Analysis of classroom videos revealed four major strategies teachers utilized: (a) fostering of a supportive and collaborative environment, (b) developing the identity of a mathematician, (c) open-ended questions for conceptual exploration, and (d) discovery through play.

Effective practices for identifying and serving English Learners in gifted education: A systematic review of the literature

National Center for Research on Gifted Education (NCRGE)

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed.

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

Early entrance to college: An examination of self-determination within alumni of an early college entrance program

Journal for the Education of the Gifted

Disentangling the roles of institutional and individual poverty in the identification of gifted students

Gifted Child Quarterly

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

Identifying and Assessing Highly Capable Students

The WERA Educational Journal

Increasing diversity in our nation and schools requires us to rethink how we identify highly capable and gifted students. Problems with the identification processes and the merits of commonly used assessments are discussed. Using a cut-score on a single assessment to identify these students violates state law and is not a best practice. Nonverbal assessments, parent and teacher rating scales, and student portfolios are additional criteria that may contribute to a more holistic understanding of children and their needs during the identification process

Teaching and learning in STEM enrichment spaces: From doing math to thinking mathematically

Roeper Review

Science, technology, engineering, and mathematics (STEM) enrichment programs can meet the needs of gifted students by providing an intellectual challenge, a motivated peer group, and skilled teachers. In the Saturday Enrichment Program (SEP), 40 students (Grades 4–8) explored challenging math topics not typically taught in their schools. Pre and post questionnaires, video documentation of classes, and field notes indicated that students were less interested in the content of their school math classes after participation in SEP. They also reported that SEP provided a more appropriate pace, challenge, and fun. Analysis of classroom videos revealed four major strategies teachers utilized: (a) fostering of a supportive and collaborative environment, (b) developing the identity of a mathematician, (c) open-ended questions for conceptual exploration, and (d) discovery through play.

Effective practices for identifying and serving English Learners in gifted education: A systematic review of the literature

National Center for Research on Gifted Education (NCRGE)

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed.

Barriers to underserved students’ participation in gifted programs and possible solutions

Journal for the Education of the Gifted

Gifted students’ learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students’ participation in this process. We discuss these barriers within a proposed model of talent development.

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

Early entrance to college: An examination of self-determination within alumni of an early college entrance program

Journal for the Education of the Gifted

Disentangling the roles of institutional and individual poverty in the identification of gifted students

Gifted Child Quarterly

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

Identifying and Assessing Highly Capable Students

The WERA Educational Journal

Increasing diversity in our nation and schools requires us to rethink how we identify highly capable and gifted students. Problems with the identification processes and the merits of commonly used assessments are discussed. Using a cut-score on a single assessment to identify these students violates state law and is not a best practice. Nonverbal assessments, parent and teacher rating scales, and student portfolios are additional criteria that may contribute to a more holistic understanding of children and their needs during the identification process

Teaching and learning in STEM enrichment spaces: From doing math to thinking mathematically

Roeper Review

Science, technology, engineering, and mathematics (STEM) enrichment programs can meet the needs of gifted students by providing an intellectual challenge, a motivated peer group, and skilled teachers. In the Saturday Enrichment Program (SEP), 40 students (Grades 4–8) explored challenging math topics not typically taught in their schools. Pre and post questionnaires, video documentation of classes, and field notes indicated that students were less interested in the content of their school math classes after participation in SEP. They also reported that SEP provided a more appropriate pace, challenge, and fun. Analysis of classroom videos revealed four major strategies teachers utilized: (a) fostering of a supportive and collaborative environment, (b) developing the identity of a mathematician, (c) open-ended questions for conceptual exploration, and (d) discovery through play.

Effective practices for identifying and serving English Learners in gifted education: A systematic review of the literature

National Center for Research on Gifted Education (NCRGE)

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed.

Barriers to underserved students’ participation in gifted programs and possible solutions

Journal for the Education of the Gifted

Gifted students’ learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students’ participation in this process. We discuss these barriers within a proposed model of talent development.

Identification of strengths and talents in young children

APA Handbook of Giftedness and Talen

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

Early entrance to college: An examination of self-determination within alumni of an early college entrance program

Journal for the Education of the Gifted

Disentangling the roles of institutional and individual poverty in the identification of gifted students

Gifted Child Quarterly

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

Identifying and Assessing Highly Capable Students

The WERA Educational Journal

Increasing diversity in our nation and schools requires us to rethink how we identify highly capable and gifted students. Problems with the identification processes and the merits of commonly used assessments are discussed. Using a cut-score on a single assessment to identify these students violates state law and is not a best practice. Nonverbal assessments, parent and teacher rating scales, and student portfolios are additional criteria that may contribute to a more holistic understanding of children and their needs during the identification process

Teaching and learning in STEM enrichment spaces: From doing math to thinking mathematically

Roeper Review

Science, technology, engineering, and mathematics (STEM) enrichment programs can meet the needs of gifted students by providing an intellectual challenge, a motivated peer group, and skilled teachers. In the Saturday Enrichment Program (SEP), 40 students (Grades 4–8) explored challenging math topics not typically taught in their schools. Pre and post questionnaires, video documentation of classes, and field notes indicated that students were less interested in the content of their school math classes after participation in SEP. They also reported that SEP provided a more appropriate pace, challenge, and fun. Analysis of classroom videos revealed four major strategies teachers utilized: (a) fostering of a supportive and collaborative environment, (b) developing the identity of a mathematician, (c) open-ended questions for conceptual exploration, and (d) discovery through play.

Effective practices for identifying and serving English Learners in gifted education: A systematic review of the literature

National Center for Research on Gifted Education (NCRGE)

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed.

Barriers to underserved students’ participation in gifted programs and possible solutions

Journal for the Education of the Gifted

Gifted students’ learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students’ participation in this process. We discuss these barriers within a proposed model of talent development.

Identification of strengths and talents in young children

APA Handbook of Giftedness and Talen

Outcomes for Students on a Fast Track to College: Early College Entrance Programs at the University of Washington

Roeper Review

Radical acceleration from middle school to university is an unusual option in the United States. The Early Entrance Program and the University of Washington (UW) Academy for Young Scholars housed in the Halbert and Nancy Robinson Center for Young Scholars are two of only 21 early university entrance programs offered in the United States. Due to the uniqueness of the participants and the programs, there currently exists a significant gap in the literature associated with the long-term impact of early university entrance programs. This article shares specifics of the early entrance programs and reports the preliminary results of the 35th-year follow-up study of the Early Entrance Program and the first alumni study of the UW Academy for Young Scholars. Findings relate to graduates’ personal, academic, and professional lives since they graduated from the university.

University of Washington Robinson Center for Young Scholars: A review of current research

Washington Educational Research Association Educational Journal (WEJ)

This paper summarizes recent research undertaken at the Robinson Center for Young Scholars at the University of Washington. The summaries look at the impact of the Center’s Saturday Enrichment Program, the experiences of students who graduated from its two early college entrance programs, and parental expectations on Asian immigrants.

Early entrance to college: An examination of self-determination within alumni of an early college entrance program

Journal for the Education of the Gifted

Disentangling the roles of institutional and individual poverty in the identification of gifted students

Gifted Child Quarterly

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

Identifying and Assessing Highly Capable Students

The WERA Educational Journal

Increasing diversity in our nation and schools requires us to rethink how we identify highly capable and gifted students. Problems with the identification processes and the merits of commonly used assessments are discussed. Using a cut-score on a single assessment to identify these students violates state law and is not a best practice. Nonverbal assessments, parent and teacher rating scales, and student portfolios are additional criteria that may contribute to a more holistic understanding of children and their needs during the identification process

Teaching and learning in STEM enrichment spaces: From doing math to thinking mathematically

Roeper Review

Science, technology, engineering, and mathematics (STEM) enrichment programs can meet the needs of gifted students by providing an intellectual challenge, a motivated peer group, and skilled teachers. In the Saturday Enrichment Program (SEP), 40 students (Grades 4–8) explored challenging math topics not typically taught in their schools. Pre and post questionnaires, video documentation of classes, and field notes indicated that students were less interested in the content of their school math classes after participation in SEP. They also reported that SEP provided a more appropriate pace, challenge, and fun. Analysis of classroom videos revealed four major strategies teachers utilized: (a) fostering of a supportive and collaborative environment, (b) developing the identity of a mathematician, (c) open-ended questions for conceptual exploration, and (d) discovery through play.

Effective practices for identifying and serving English Learners in gifted education: A systematic review of the literature

National Center for Research on Gifted Education (NCRGE)

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed.

Barriers to underserved students’ participation in gifted programs and possible solutions

Journal for the Education of the Gifted

Gifted students’ learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students’ participation in this process. We discuss these barriers within a proposed model of talent development.

Identification of strengths and talents in young children

APA Handbook of Giftedness and Talen

Outcomes for Students on a Fast Track to College: Early College Entrance Programs at the University of Washington

Roeper Review

Radical acceleration from middle school to university is an unusual option in the United States. The Early Entrance Program and the University of Washington (UW) Academy for Young Scholars housed in the Halbert and Nancy Robinson Center for Young Scholars are two of only 21 early university entrance programs offered in the United States. Due to the uniqueness of the participants and the programs, there currently exists a significant gap in the literature associated with the long-term impact of early university entrance programs. This article shares specifics of the early entrance programs and reports the preliminary results of the 35th-year follow-up study of the Early Entrance Program and the first alumni study of the UW Academy for Young Scholars. Findings relate to graduates’ personal, academic, and professional lives since they graduated from the university.

Parental expectations for Asian American men who entered college early: Influences on their academic, career, and interpersonal decision-making

Unpublished dissertation.

This mixed methods dissertation study investigated the perceived influence of parental expectations on academic, career, and interpersonal decision making for Asian American men who graduated from early college entrance programs. Six Asian American men filled out 81-item mixed methods surveys and participated in in-depth follow-up interviews about their experiences. Furthermore, gender differences were critically examined by comparing results with a pilot study of seven Asian American women. Findings indicated that the majority of participants experienced high parental expectations which were influential in academic and career decision making. However, more women expressed specific and rigid career expectations as compared to the men. Parental expectations were often internalized. Several participants also reported parental pressures, conflict with parents regarding expectations, experiences of failures, and depression during their college years. Implications for well-being are discussed.