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Admission to Australian Universities for Accelerated Students

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Admission to Australian Universities for Accelerated Students Admission to Australian Universities for Accelerated Students: Issues of Access, Attitude and Adjustment. Marie Young Bachelor of Arts (Monash University), Diploma of Education (Monash University), Master of Education (University of New South Wales). A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy, School of Education, University of New South Wales. 2010 2 Publications The following article is based on Phase 1 of the thesis: Young, M., Rogers, K. B., & Ayres, P. (2007). The state of early tertiary admission in Australia: 2000 to present. Australasian Journal of Gifted Education, 16 (2), 15-25. The following article is based on Phase 2 of the thesis: Young, M., Rogers, K. B., & Ayres, P. (2009). Getting in: Australian university decision-making processes when gifted learners apply for early admission. Australasian Journal of Gifted Education, 18(2), 43-54. 3 Abstract University admission is a significant issue for gifted students who have been accelerated. This study explored access to Australian universities for accelerated students, examined the attitude of Australian universities to admission of accelerated students, and investigated issues of accelerated students’ adjustment to university. There is little research in Australia on these issues. In Phase 1 of the study, information about early admission, dual enrolment, minimum admission age, and admission of students younger than 17 years to Australian universities was collected and summarised. In Phase 2 personnel from 11 Australian universities were interviewed about the decision- making process which allowed such students to gain admission earlier than usual. Issues of support, advertising and national coordination were also examined. Phase 3 focused on interviews with 12 accelerated students concerning their adjustment to university, and any hurdles they identified. A qualitative analysis compared responses and key themes from Phases 2 and 3. In general, findings showed that while dual enrolment is widely practised across Australia, early admission – in which a student enters university without having graduated from high school – is little understood, known or practised in Australia. Information about admission options for accelerated students is not easily accessed; admission ages varied across Australia; dual enrolment results 4 were treated in different ways. For the universities which accepted accelerated students on a case-by-case basis, processes were ad hoc and decision-making was left to the discretion of a Dean or Faculty Head. While the universities showed some recognition of giftedness, overriding concerns were social-emotional issues, Duty of Care, issues of equity, and possible support costs. State differences made national coordination of early admissions processes unlikely. The students interviewed seemed pleased to escape the boredom and social malaise of secondary school, and hurdles were mostly short lived. Succeeding with academic challenges, finding friendship, and participating in extra-curricular activities were significant factors in adjusting and responding positively to the stimulation of university. While being treated as regular undergraduates was appreciated, more formal support may have enhanced adjustment to the tertiary experience. 5 Acknowledgements I would like to acknowledge my exceptional supervisors Dr Paul Ayres, Dr Katherine Hoekman, and Dr Karen Rogers, and extend my sincere appreciation to them. They inspired me with their insight and extensive knowledge, encouraged me with their patience and enthusiasm, and sustained me with their constant professional support and guidance. I am also very grateful for their friendship. I would like to convey my thanks to all the university personnel who participated in the research, as they were so generous with their time and expertise. I am particularly appreciative of the students who participated in the interviews as their rich responses, and joie de vivre helped sustain my belief in worthiness of the research. Lastly, I would like to express my gratitude to my family for their patience, interest and support. My husband, my children, my brother, and my sisters have all played a significant role in the long journey, and I thank them for being a constant source of encouragement. 6 Table of Contents Publications.............................................................................................. 2 Abstract.................................................................................................... 3 Acknowledgements.................................................................................. 5 Table of Contents..................................................................................... 6 List of Tables and Figures ...................................................................... 14 Chapter 1: Introduction to the Study....................................................... 16 Chapter 1: Introduction to the Study....................................................... 16 Introduction........................................................................................ 16 Background of the Problem ................................................................ 17 Early admission in the United States................................................... 19 Significance of the current study ........................................................ 20 Overview of the study ........................................................................ 21 Chapter 2: Review of the Literature........................................................ 23 Giftedness .......................................................................................... 23 Acceleration....................................................................................... 24 Tertiary Admission............................................................................. 27 Early Admission in the United States ..................................................... 28 Academic Issues of Early Entrants in the United States ...................... 32 Achievement at university. ............................................................. 35 Academic achievement after graduation.......................................... 37 Social and Emotional Issues of Early Entrants in the United States..... 38 Scepticism...................................................................................... 39 Possible harm. ................................................................................ 40 Gender differences.......................................................................... 41 7 Residential programs. ..................................................................... 42 Possible regrets............................................................................... 44 Friendships..................................................................................... 45 Psychological Issues of Early Entrants in the United States ................ 46 Motivation...................................................................................... 46 Lack of motivation. ........................................................................ 47 Self-esteem..................................................................................... 48 Character traits. .............................................................................. 50 Family support................................................................................ 51 U.S. Guidelines for Early Admission.................................................. 52 Early Admission in Australia.................................................................. 54 Australian Research............................................................................ 54 Tertiary access for accelerated students. ......................................... 56 The U.S. Templeton report – and Australia..................................... 57 Features of successful early admission programs. ........................... 60 The context for this study ............................................................... 62 Rationale of the Study............................................................................ 63 Key research questions ................................................................... 65 Aims of the study ........................................................................... 65 Research phases.............................................................................. 66 Chapter 3: Methodology of Phase 1........................................................ 69 The Participants: Selecting Universities.............................................. 69 Searching the University Websites ..................................................... 69 Emailing and Phoning for Information................................................ 72 Confirming Information ..................................................................... 74 8 Surveying for Information .................................................................. 74 Chapter 4: Results of Phase 1 ................................................................. 76 University Response to Email Query .................................................. 76 Universities Accepting Early Admission ............................................ 76 Universities Offering Dual Enrolment ................................................ 82 Other Ways to Access Tertiary Study ................................................. 92 Minimum Admission Age .................................................................
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