MVM, reflecting on one of your original questions regarding the educational cultural bias toward chronological age-uniformity: for some educators, I think it is closely associated with a value for equity, which they confound with equality. It may also be a reaction, especially in early childhood educators, to the pressure to raise test scores, which they perceive (with some accuracy) as distorting the value of whole-child development. Grade skipping represents something dangerous to many conventional educators, which provokes an emotional response incompatible with the more nuanced discussion in which we are currently engaged.

...pronounced like the long vowel and first letter of the alphabet...