the able student will be hurt unless special arrangements are made to recognize and develop his ability. From this point of view, early admission or indeed any program of enrichment is viewed as giving the able student the same opportunity as that routinely offered to other students. Similarly, the problem of trying to describe the student for whom early admission would be wise is by no means dissimilar from the problem faced by the admissions officer in attempting to select candidates for regular admission. Finally, the obligation of the college to insure a successful educational experience for the early admission student differs only in detail from the college's obligation toward normal-age students.

"This suggests that the important lesson from the early admission experiment is that the American educational system cannot afford to overlook the individuality of the students with whom it deals. Whether these students are normal age or under-age, or whether they have completed a formal program in secondary school is probably of less importance than their capabilities and aspirations as individuals. The contribution of the schools and the colleges to society is likely to be gauged in terms of how well these are recognized and developed, rather than in terms of formal structures and prescribed programs."