Academic acceleration has no negative long-term effects on the psychological well-being of gifted youth
Aug. 3, 2020—A new longitudinal study published in the Journal of Educational Psychology from Vanderbilt’s Study of Mathematically Precocious Youth finds that there are no negative effects on the long-term well-being of gifted youth from academic acceleration such as skipping grades, graduating early, or a combination of advanced educational placement methods.
Apr. 23, 2019—New findings from an ongoing 45-year Vanderbilt study reveal that patterns found in test scores and a psychological assessment measuring the personal values of nearly 700 intellectually gifted adolescents were highly predictive of the distinct fields of eminence they would occupy by age 50.
Jan. 13, 2017—Seven Peabody professors are in the 2017 Edu-Scholar Public Influence Rankings.
Sep. 9, 2016—Vanderbilt's Study of Mathematically Precocious Youth is featured in the September issue of the prestigious scientific journal "Nature."
Jun. 2, 2016—Students who score extremely high on standardized tests as adolescents often become high achievers in adulthood, a new study has confirmed.
Nov. 18, 2014—New Vanderbilt research shows that gender plays a role in how once super-smart teens define success in mid-life.
Apr. 21, 2014—Camilla P. Benbow has been reappointed as dean of Vanderbilt Peabody College of education and human development. The reappointment is for a five-year term, beginning July 1, 2015.
Jan. 6, 2014—Gifted children are likely to be the next generation's innovators and leaders—yet the exceptionally smart are often invisible in the classroom, according to a 30-year study conducted by researchers at Vanderbilt's Peabody College.