years and published in 2020 in the Journal of Educational Psychology from Vanderbilt's Study of Mathematically Precocious Youth finds that there are 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. In fact, the authors stated that such concerns are "fruitless." Types There are at least 18 forms of academic acceleration. Acceleration in college The student completes two or more majors in a total of four years and/or earns an advanced degree along with or in lieu of a bachelor's degree. Academic acceleration also occurs at the graduate and professional level, with dual degree programs and combined bachelor's-professional programs such as accelerated JD programs. Advanced Placement Advanced Placement is a program unique to the United States and Canada, originally developed by the Fund for the Advancement of Education and now administered by the College Board. Concurrent or dual enrollment In dual enrollment, the student is simultaneously enrolled in two separate, academically related institutions, most commonly a high school and community college or university. One sub-type of dual enrollment is concurrent enrollment, in which the student simultaneously receives both high school and college credit for a single course. Dual enrollment programs can allow students to graduate early, or to enter college with advanced standing. Combined classes A combined class is one that combines two adjacent grades. While not, in and of itself, a practice designed for acceleration, in some instances this placement can allow younger students to interact academically and socially with older peers. Continuous progress In continuous progress education, the student is given content progressively as prior content is completed and mastered, moving on to more advanced material as soon as the student is ready for it. Curriculum compacting Curriculum compacting involves analyzing an assigned curriculum unit, determining which parts of it a student has already mastered, and providing replacement strategies so that the student can complete the unit without repeating this already-mastered material. In a compacted curriculum, the student's instruction entails reduced amounts of introductory activities, drill, and practice. Instructional experiences may also be based on relatively fewer instructional objectives compared to the general curriculum. The time gained may be used for more advanced content instruction or to participate in enrichment activities. Curricular compacting not only saves time, but also reduces student boredom and apathy. Distance learning As with extracurricular acceleration, when using distance