I agree-- I don't think that anyone can give you advice about a particular child, because they are all so very different.
When you add in the kind of asynchrony that comes along with this kind of cognitive ability, those differences add together to become children who are virtually singularities.
My DD's not taken the SAT, but her other performance/abilities indicate that she's probably somewhere in this neighborhood as well.
A lot about decision-making has to revolve around what the individual child finds tolerable cognitively/academically, and feasible from a maturity standpoint.
We have opted to radically accelerate my daughter + 3-5 years and keep her in "gifted" programming-- with the understanding that such programming isn't intended for PG children like her, but for bright/MG kids. Her personality does NOT lend itself to tolerating cognitive loads which are 'radically' less than her proximal zone, but her maturity is only about +1-2 yrs if that. Placement becomes more fluid in high schools with flexible class placements and AP coursework.
We've also opted to keep her in a virtual school setting so that she doesn't lose the ability to be a very young adolescent with age-appropriate emotional maturity. This way she retains several peer groups and can keep her innate developmental curve as long as-- and as extensively as-- possible.
We're trying to KEEP her from a collegiate environment until her executive skills are up to the tasks that environment presents. She is rapidly making large gains in self-regulation, time-management, and the like. But those skills are still at the low end of average when compared with her typically-aged academic peers (who are 3-6 years her senior, recall).
I doubt that we'd have been able to delay her sufficiently to allow for an elite college admission at more typical age. She's been ready, willing, and able with college level material since she was about 10-11, and we've kind of patched together add-on enrichment in her coursework in English, Social Science, and Science to make the 'accelerated' versions of those courses more tolerable while we work on her writing and mathematics skills, which are actually at late-high school levels (or were last year when she was 12, anyway). It's becoming increasingly chafing to keep her in high school coursework, though-- this will be her last real year in any high school classes. (She's 13.)
I can't fathom the nightmare we'd be having with her if we were trying to get her to do algebra I and other seventh grade material right now. There's no way she'd be compliant. But that is an individual thing, as noted above. Other kids may put up with it far better.
In short, I only have anecdote to offer. I don't know that we've chosen especially wisely, either. We won't know for another decade, probably.
Does it help to know that you aren't alone and that others in your position also feel bemused and more than a little overwhelmed by the big picture resonance of what we're asked to do for these kids as parents?
