Early acceleration (early entry or skip in the early grades) appears to work much better than later acceleration. A few kids have skipped 4th grade (the “transition year” that the IAS counsels against), and boy, does it hold true - those kids, no matter how smart they are, really struggle with with writing and languages.
We did not experience this, but our DD is more a writer and artist than a math loving gifted kid.
True, these happen to be mathy/sciency Boys rather than artsy/literature-loving girls. I believe another poster talked about boys in her environment tending to skip earlier rather than later.
But this is one of my hypotheses after all: some factors appear to impact boys and girls differently - on average, or aggregate, of course there will always be anecdotes to 5e contrary.
