Program for the Exceptionally Gifted

The Program for the Exceptionally Gifted ("PEG") at Mary Baldwin College is an early college entrance program designed for girls ages 12 to 16 who have not completed high school. The program was founded in 1985 with a class of 11 students and now enrolls approximately 30 new students per year. Participants ("PEGs") attend classes with traditional Mary Baldwin students and typically earn a bachelor's degree in four years, although many elect to transfer to another college or university to complete their degrees.

Mary Baldwin College is a private liberal arts college for women, located in Staunton, Virginia. It is known for hosting a number of special programs, including PEG and the Virginia Women's Institute for Leadership. Its residential program enrolls approximately 900 students. An additional 1100 (male and female) participate in the Adult Degree Program.

Those familiar with Mary Pipher's "Reviving Ophelia" (and similar theories of adolescent development) will recognize the philosophy behind PEG's founding: at a certain age, many girls feel a tension between academic excellence and social acceptance, sometimes leading them to hide their intelligence or engage in self-destructive behavior. Of course, some gifted girls are just bored by standard middle and high school offerings. PEG strives to provide an environment in which gifted girls can reach their intellectual potential while forming close friendships in supportive surroundings.

PEG was founded with a $1.5 million grant from the Jessie Ball duPont Fund. The first PEGs were simultaneously enrolled at Mary Baldwin College and Stuart Hall, a private high school for girls in Staunton, VA. At that time, PEG was a five-year program. However, it soon became clear that high school courses were not necessary preparation for most PEGs, and the Stuart Hall element was eliminated. PEG students are still required to take an intensive composition class and more math and science courses than traditional Mary Baldwin students. PEGs are eligible to (and often do) participate in Mary Baldwin's various honors programs. They may also compete for a number of merit scholarships.

Entering PEGs live in a supervised dormitory on Mary Baldwin's campus. The program has been housed in several buildings on campus; in 2002, the College unveiled the new PEG Center. The Center includes double-occupancy dorm rooms for students and apartments for live-in staff members. Resident staff enforce study hours, curfew, and other aspects of daily life for first-year students. Students gradually receive more independence as they demonstrate competence in the college environment. In their sophomore or junior years, they move into regular campus housing.

Out of each entering class, somewhat less than half complete bachelor's degrees at Mary Baldwin. For a few students, college is not the right choice; most others elect to transfer to other colleges and universities. Students transfer for many reasons: to be eligible for in-state tuition, to be closer to family, to pursue majors or concentrations not available at Mary Baldwin, or to attend more prestigious schools.

After college, students may pursue graduate or professional degrees (often at highly competitive institutions) or enter the work force. However, graduating between the ages of 16 and 20, and without a high school diploma, often creates difficulties. Employers and admissions officers may be uncomfortable with such young applicants. Also, like other recent college graduates, some PEGs have trouble deciding what to do next in their lives. Many graduates identify as a weakness of the program the lack of support and planning for life after PEG.

Many applicants become aware of PEG by allowing the Educational Testing Service to share their SAT or PSAT scores. PEG sends out approximately 10,000 informational packets to 7th grade girls scoring above a certain threshold. Others may find PEG through guidance counselors, summer enrichment programs (such as Duke's TIP or Johns Hopkins' CTY), or through their own research.

In addition to standardized test scores, PEG considers grades, consistent achievement, maturity, the ability to benefit from the program, and a serious sense of purpose. The application process differs from regular college admissions because of the emphasis on in-person interviews, both with the student and her family. The standard elements of a college application&mdash;essays, recommendations, and transcripts&mdash;are also included. Completion of 8th grade is generally prerequisite. Students may enter after completing 9th or 10th grade as well.