by Michelle C. Muratori, Ph.D.
Comments of Mr. Richard Maddox, Director of EEP at California State University Los Angeles
1. What makes your early entrance program unique?
The age of entrants ranges typically between 11 and 15.9 years of age, but students as young as 9 have been admitted. We have more than 150 students in full-time attendance; students are admitted as full-time students immediately following their provisional assessment period. EEPsters are extraordinarily involved in campus life including involvement in programs, clubs, events, student governance, and social activities. Research opportunities are available for our students in all major academic disciplines and EEPsters are highly involved with faculty projects and are awarded numbverous prestigious scholarships including (since 1995) six national Phi Kappa Phi graduate fellowships. Each fall, a new cohort of freshmen begin the EEP Freshmen Curriculum that includes GE courses in English, mathematics, history, and science. Each spring a new class of EEP graduates earns the bachelor's degree en route to continuing their education at some of the finest graduate programs in the nation. I am very proud to say that the EEP at CSULA, which I have worked to develop, is truly becoming a national model for radical acceleration efforts.
2. For whom is the EEP ideal? For whom is it not?
The EEP is ideal for students between 13 and 14 years of age who are highly gifted and are relatively unhappy with the pace, structure, and curriculum of traditional school. We evaluate three main criteria in terms of admission that include need, motivation, and readiness. In addition, we also assess character, history of academic achievement, parent support and potential contribution to the program and the university. The EEP is not appropriate for students who are otherwise happy and adjusted with the academics and environment of normal school. In other words, if a highly gifted and talented student is content with traditional school, why would he or she want or need to leave?
3. Obviously, you select students for the EEP with the expectation that they will succeed. What is your definition of success?
Academically speaking, success is earning a 3.0 GPA and above. In less scholastic terms we would consider a student to be successful if he or she is socially adjusted, personally happy, from a warm and supportive home environment, and involved with friends and extracurricular activities in school.
4. Based on your observations and experience, what personal charactics/qualities (e.g., ability to focus) seem to help students succeed as early entrants?
Self-discipline, self-regulatory behaviors, self-management skill, a motivation to excel, and dedication to scholarship help students succeed. Also, strong writers are especially successful, as are those with good verbal communication skills. Students who are outgoing, personable, and who have positive personalities are also usually more successful in school.
5. In your view, what personal factors or characteristics/qualities (e.g., poor study habits) hinder early entrants from succeeding in college?
A lack of discipline, poor focus, an underdeveloped work ethic, minimal dedication to scholarship, and most importantly, disruptive or otherwise negative and dysfunctional families may lead a student to a less than successful school career.
6. What external/environmental factors (e.g., supportive family) seem to promote success among the EEP students?
Supportive, caring, and educated parents are usually those we associate with successful students.
7. What external/environmental factors (e.g., distractions in residence hall) hinder success among the EEP students?
"Pushy" or overbearing and demanding parents who are trying to live vicariously through the student are often associated with less than successful students. Also, distance from campus has had a negative effect on some students, as they must be on campus on a regular basis. The travel time takes a toll on the entire family.