pˈɑːɹt ʌvðə ɹˌæʃənˈæl fɔːɹ ɐdvˈænst plˈeɪsmənt ɡˈɪvən ɪn nˈaɪntiːnhˈʌndɹɪd fˈɪfti tˈuː wʌz ðˈæt "ɐdvˈænst stˈændɪŋ æt ðə nˈoːɹməl kˈɑːlɪdʒˈɛntɚɹɪŋ ˈeɪdʒ ˈæftɚ hˈaɪ skˈuːl ɡɹˌædʒuːˈeɪʃən ɪz mˈoːɹ dɪzˈaɪɚɹəbəl, fɔːɹ mˈɛni ɹˈiːzənz, ðɐn ɐksˌɛlɚɹˈeɪʃən ʌv ˈeɪbəl stˈuːdənts ˌaʊɾəv hˈaɪ skˈuːl æɾ ˈeɪdʒ fˈɪftiːn ɐ hˈæf ɔːɹ sˈɪkstiːn...".
Part of the rationale for advanced placement given in 1952 was that "advanced standing at the normal college-entering age after high school graduation is more desirable, for many reasons, than acceleration of able students out of high school at age 15½ or 16...".