13-Year-Old Student Enrolls at New York University
The student plans to begin graduate classes in the fall of 2027 after completing his undergraduate degree.
Updated on Oct. 28, 2026 in Secondary Education
Thirteen-year-old Joe Petraro-Hyppolite has enrolled in a graduate program at New York University. After graduating from high school at age 11, the East Rockaway resident is currently completing undergraduate studies at Louisiana State University.
Why it matters
Petraro-Hyppolite plans to begin his studies at NYU in the fall of 2027 to remain closer to his hometown. The decision follows a path of accelerated learning that began after school administrators recommended IQ testing while he was a student in Valley Stream.
Petraro-Hyppolite, who has a diagnosis of Tourette's syndrome, achieved an IQ score of 168. He is currently 13 years old and expects to graduate from his undergraduate program in May 2027.
The players
Joe Petraro-Hyppolite
A 13-year-old student who graduated high school at 11 and is pursuing advanced university degrees.
New York University
A private research university in New York City that offers a variety of graduate professional programs.
Louisiana State University
A public research university where the student currently completes his undergraduate coursework remotely.
The details
Following struggles in a special education classroom, administrators recommended IQ testing, which revealed his high intellectual capacity. He has been attending classes at Louisiana State University remotely while continuing his secondary education path. He now looks toward enrolling in the School of Professional Studies at NYU to pursue further academic goals.
Timeline
May 2027: Joe Petraro-Hyppolite graduates from Louisiana State University.
Fall 2027: Joe Petraro-Hyppolite begins graduate classes at NYU.
The Home Front
Accelerated academic paths for gifted youth often require balancing individualized educational planning with the standard university enrollment lifecycle. This case aligns with observed trends in support systems for students who complete high school requirements significantly ahead of the traditional age.
Families managing unique educational needs should maintain consistent communication with school administrators to identify when early testing or alternative placement is appropriate. It is helpful to track official academic documentation and support service records as students transition across school districts or into higher education.
The takeaway
Supporting a gifted child involves recognizing the need for both academic challenge and family proximity during transitions. Families should keep a file of all psychoeducational evaluations and school history reports to ensure continuous support throughout the academic journey.
Further reading
For more on local academic paths, visit the Secondary Education resource page.
Source note: This article includes information reported by The Tablet.
