I am one such person. I finished college at the age of 16, and I knew I was merely very good at guessing the teacher's password. People's remarks about my intelligence were dismissed by me internally, because I was aware of my own ignorance.

However, what you say can be difficult to apply in practice during a semester. I see formal education as a method for gathering data, which you can use for Bayesian propagation after the fact. This is why it can feel like you learn much more thinking between semesters, rather than during.

Your notion of necessity of integration is uncorrelated to outlier students. Given an outlier student, I would be surprised if active integration of textbook data was lower than given a non-outlier student. In both cases this conditional probability is, sadly, very small.