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EEPEmergency Evacuation Plan
EEPEmergency Evacuation Procedures
EEPEnvironmental Education Programme (various locations)
EEPÉcole d'Economie de Paris (French: Paris School of Economics; Paris, France)
EEPEuropean Equity Partners (various locations)
EEPEffective Educational Practices (Boulder, CO)
EEPExport Enhancement Program
EEPEntrepreneurial Education Program (various locations)
EEPEndorsed Education Provider (International Institute of Business Analysis)
EEPEnergy and Environment Partnership
EEPEcosystem Enhancement Program
EEPEast of England Plan (UK)
EEPEarly Education Partnership (various locations)
EEPÉducation et Enseignement Primaire (French: Education and Primary Education; degree)
EEPEarly Entrance Program (University of Washington)
EEPErase Entire Program
EEPEssential Evidence Plus (Wiley-Blackwell)
EEPEntreprise d'Entrainement Pédagogique (French: Enterprise Training Teaching)
EEPEnergy Efficiency Plan
EEPÉlectrotechnique et Électronique de Puissance (French: Electrical and Power Electronics)
EEPEarly Exercise Premium (options trading)
EEPEnbridge Energy Partners, LP (Houston, TX)
EEPEmergency Exit Procedure
EEPEquity Enhancement Program (various organizations)
EEPEnvironmental Education Project (various locations)
EEPEastern European Property Fund, Ltd. (UK)
EEPÉtablissement pour Enfants Polyhandicapés (French: Facility for Children with Multiple Disabilities)
EEPEspaces Éthiques et Politiques (French: Spaces and Ethical Policies)
EEPEthics Education Programme (UN)
EEPEqual Error Protection
EEPEducation Enhancement Program (Egypt)
EEPEntry/Exit Point
EEPEinstein Equivalence Principle
EEPEthyl 3-Ethoxypropionate
EEPExtended Education Program (various organizations)
EEPEuropäisches Erhaltungszucht-Programm (European Endangered Species Breeding Program)
EEPElectronic Emission Policy
EEPEin Erfahrener Partner (German: An Experienced Partner)
EEPEnvironmental Emergencies Partnership
EEPEnterprise Executable Plan (US Navy)
EEPEnglish for Educational Purposes
EEPEgyptian Electric Pedal
EEPElliptical Error Probable
EEPEmergency Essential Personnel
EEPExclusive Educational Products (Canada)
EEPÉcologie et Évolution des Parasites (French: Ecology and Evolution of Parasites)
EEPETOPS Entry Point
EEPExercise Engagement Plan (US Air Force)
EEPExterior Equivalent Problem
EEPEquipment Exchange Plan
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References in periodicals archive ?
One notable exception to the stance that early entrance programs are not socially or emotionally harmful came from a study by Cornell, Callahan, and Loyd (1991), who found that females enrolled in an early entrance program experienced high levels of depression and attrition due to stress.
Findings from a second study (Callahan, Cornell, & Loyd, 1992) showed no significant changes in self-esteem over the first year of enrollment in an allgirls early entrance program. A recent study examined the experiences of early entrants at the Texas Academy of Mathematics and Science of the University of North Texas and found that, in addition to family cohesion, organization, control, and conflict, measures of overall self-concept predicted first semester GPA, and self-concept alone related positively to college adjustment (Caplan, Henderson, Henderson, & Fleming, 2002).
The pool of participants included the entire cohort of first-year college students attending an early entrance program at a large Midwestern university (n = 22).
This early entrance program was founded in 1999 and provides an opportunity for high-achieving students to enroll at a large university after their junior year in high school.
In fact, Nobel and Robinson (1993) conducted a longitudinal study that followed the educational and vocational attainment of three groups of gifted young adults: students who entered the University of Washington's Early Entrance Program (EEP), enabling students to enroll in college after seventh or eighth grade, from 1977-1986; students who qualified for EEP but decided to remain in high school rather than participating in this radical acceleration program; and former University of Washington students of the same timeframe who were National Merit Scholarship finalists.
Olszewski-Kubilius (2002) points out that special early entrance programs, such as the University of Washington's EEP, are offered at only a small number of colleges and universities, and these are typically not highly selective institutions: "Early entrance students are likely to pursue graduate studies and so the reputation of their undergraduate institution is an important concern" (Olszewski-Kubilius, 2002).
In the early entrance program, students were simultaneously completing high school and their first year of college.
Gifted female students in the early entrance program, as emerging adults in a challenging university environment, revealed strong global self-efficacy as well as a clearly emerging self-agency.
The University of Washington offers two early entrance options for gifted adolescents: the Early Entrance Program for students prior to age 15, and the UW Academy for Young Scholars for students after Grade 10.
The University of Washington (UW) is a leading proponent of this practice, offering two unique early entrance options for gifted adolescents through the Robinson Center for Young Scholars (Robinson Center): the Early Entrance Program (EEP), created in 1977 for students prior to age 15; and the UW Academy for Young Scholars (Academy), created conjointly with the UW Honors Program (Honors) in 2001 for students after Grade 10.
They also reflected on the difficulty of measuring the success of an early entrance program given the competing definitions of the term "early entrance program."
Generalizability is limited because early entrance programs are rare and unique.
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