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In 1951, 240 high school students with great academic promise interrupted their high school careers after completion of the 10th grade in order to enter college through an early admissions program. This document presents a follow-up study of these students, 213 of whom were males, and 252 other students who entered college in the conventional manner at the same time. The major objectives of the study were: (1) to examine the long-range effects of academic acceleration; and (2) to evaluate a large scale innovation of this type in education. The general conclusion concerning the effects of acceleration on students is that these students had accepted the opportunity offered by early admission to college and capitalized on it to accelerate the development of careers with minimum observable ill-effects both during and after college. As a large scale innovation in education, the Early Admission Program lacked 3 fundamental characteristics: a clear direction; a well-conceived research design; and a sound public relations program. (HS)