to campus life than their older Comparison students, but most of these difficulties were minor and were soon overcome.

There is some evidence that in many cases early admission to college freed Scholars from the boredom and frustration of an unchallenging high school environment, gave them new intellectual momentum, and enhanced their social and emotional maturation.

Among the first two groups of Scholars who graduated, the proportion planning to go on to graduate school was substantially higher than that among their Comparison students.

Although the period of Fund support has ended, 11 of the 12 participating colleges and universities have incorporated the early admission idea into their regular admissions policy. The twelfth, Wisconsin, which has three Scholar groups still to graduate, has not yet taken any action on the matter.

In all but a few cases where such data are available, the parents of the Scholars and the principals of the high schools from which they came have expressed themselves as favorably disposed toward the results of the experiment.

The evidence gathered thus far clearly suggests that high academic aptitude and the ability to handle the responsibilities of college life are the sine qua non of early admission, and that colleges should not be overprotective in the handling of early admission students.