Early Childhood,
Special Education, and
Title Programs
Team Director:
Colleen Riley
Assistant Directors:
Kerry Haag
Jana Bradfield
1-800-203-9462
(Kansas Residents Only)
or
1-785-291-3097
Special Education Services
Web contact:
Evelyn Alden
(785)296-3868
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 Kansas Effective Practices Instructional Toolkit
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Lesson 3: Subject/Grade-Based Acceleration
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Key Research Summary Points
1. Studies of specific subject acceleration, especially pertaining to science or mathematics, show dramatic achievement gains for gifted elementary students and secondary students.
2. Despite the many myths rampant about forms of grade-based acceleration, the evidence suggests that the social impacts are very positive for options such as grade skipping and significantly positive for the other forms of acceleration.
3. Many subject-based acceleration options (exposure to content in talent area that is 1 or more years in advance of the learner’s actual grade placement) show substantial, positive academic effects in specific subject areas. Effects range from approximately one third of a year’s additional growth (advanced placement or international baccalaureate) to three-fifths of a year’s academic gain (mentorship and subject acceleration.)
4. The academic effects of grade–based acceleration (grade skipping; grade telescoping, nongraded or multigrade classes, credit by examination, and early admission to college) are substantial, ranging from one-third year’s growth for early admission to university, to three fifths of a year’s gain for credit by examination, to a full year’s additional growth for grade skipping.
5. Acceleration is about appropriate educational planning. It is about matching the level, complexity, and pace of the curriculum with the readiness and motivation of the student.
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SUPPORTING
RESOURCES/TOOLS
Click on a link
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Administrators: A
Educators: E
Families: F
A E F
Documents/Tables
- Acceleration Candidates & Considerations
- Acceleration Classification Levels
- Acceleration Table
- Grade-Based Acceleration Options
- Introduction to Acceleration
- Quick Facts-National Report on Acceleration
- Subject-Based Acceleration Options
A E F
Articles/Journals/Books
- A Nation Deceived: How Schools Hold Back America's Brightest Students
- Empowering Gifted Minds
- Educational Advocacy That Works
- ERIC Clearinghouse on Disabilities and
Gifted Education
- Reforming Gifted Education
- Saving the Smart Kids
- TIME
- Ten Year Longitudinal Follow-up of Ability-Matched Accelerated/Unaccelerated Students
A E F
Websites
- Academic Acceleration Policy for Advanced Learners
- Davidson Institute for Talent Development
- Hoagies Gifted Education Page
- Johns Hopkins University Center for Talented Youth
- Institute for Research & Policy on Acceleration
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Lesson 3: Subject/Grade-Based Acceleration - Documents/Tables
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Title/URL
Click on a link for more information |
Implementation/Content Description |
| Acceleration Candidates & Considerations |
Consider various criteria such as cognitive functioning, personal characteristics, learning preferences and interests to identify candidates for grade-skipping or testing out. What are some questions to ask to effectively monitor the effects of grade-skipping and/or testing out? |
| Acceleration Classification Levels |
There are three acceleration classification levels:
Categories – broadest, most encompassing level
Forms – variation in level, pace and complexity
Type – specific variations of practicing a particular form |
| Acceleration Table |
The table contains the definition, guiding principles, practitioner tips, parental involvement, special considerations, resources and research available for each acceleration component.
This table includes acceleration options for: 1. Early Admission to Kindergarten 2. Early Admission to First Grade 3. Grade-Skipping 4. Continuous Progress 5. Self-Paced Instruction 6. Subject-Matter Acceleration 7. Combined Classes 8. Curriculum Compacting 9. Telescoping Curriculum 10. Mentoring 11. Extracurricular Programs 12. Correspondence Courses 13. Early Graduation 14. Concurrent/Dual Enrollment 15. Advanced Placement 16. Credit by Examination 17. Acceleration in College |
Grade-Based Acceleration Options and When to Consider Them
Chart |
Grade-based acceleration options used in some schools to help gifted children keep progressing at a rate that better matches their capabilities.
Chart includes Grade-Based Acceleration Options: Grade Skipping, Non-Graded Classrooms, Multi-Grade/Age Classrooms, Grade Telescoping, Testing Out, Early Admission into College along with typical appropriate age and grade ranges according to research and the questions to ask to determine if it’s working. |
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Introduction to Acceleration
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When taking into consideration the balanced programming needs of gifted learners, acceleration interventions are essential and should be included so that gifted students may develop to their highest potential during their school years.
Specific information on acceleration is addressed in the following sections: Suggestions for District Leaders in Gifted Education, Parent Involvement, Special Considerations: Rural/Outlying Towns, Gender, Linguistically and Culturally Diverse Learners, Economically Disadvantaged Learners.
Also included are Frequently Asked Questions on who should be accelerated, what form of acceleration is best and who makes the decisions to accelerate a student are addressed.
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Quick Facts from the National Report
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The Nation Deceived Report provides teachers and parents with research-based information and support when considering acceleration options. A quick look at addressing need not numbers.
Information taken from the national research report on acceleration:
What is Acceleration?
Who should be Accelerated?
The Social-Emotional Effects of Acceleration:
Grade-Skipping research results.
Subject acceleration research results. |
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Subject-Based Acceleration Options and When to Consider Them
Chart
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Subject-based acceleration can be defined as any option that allows a gifted student to gain exposure to advanced content and skills beyond the average curriculum standards that are expected for a certain age or grade level.
Chart includes Subject-Based Acceleration Options: Early Entrance into Kindergarten, Compacting Curriculum, Single Subject Acceleration, Concurrent Enrollment, and the Talent Program along with
typical appropriate age and grade ranges according to research and the questions to ask to determine if it’s working.
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Back to Resources
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Lesson 3: Subject/Grade-Based Acceleration - Articles/Journals/Books
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Title/URL
Click on a link for more information |
Implementation/Content Description |
A Nation Deceived: How Schools Hold Back America's Brightest Students.
Colangelo, N. Assouline, S.G., & Gross, M.U.M. Iowa City, IA: Belin/Blank Center for Talent Development, the Gifted and Talented. (2005) (Eds.) |
Meta-Analytic study of research on effects of accelerated instruction. The report argues for the academic acceleration of qualified gifted and talented students based on the results of studies on outcomes of accelerating high-achieving students.
Academic acceleration is one of the most effective educational interventions for gifted students. The practices and policies surrounding acceleration and its role in the education of high ability students are some of the most important questions in the field of gifted education.
Implementation:
The report (Vol. 1 & II) contains information about entering school early, skipping grades in elementary school, moving ahead in one subject area, the Advanced Placement Program and entering college ahead of time as well as other accelerated options. The report is culled from the research of America's leading education experts over a fifty-year span.
Personal stories from accelerated students, teacher and administrator perspectives and an annotated bibliography are included.
Based on the information gathered about acceleration policies and procedures in each state, as well as other research and publications, the Institute for Research and Policy on Acceleration (IRPA) is preparing a model for states and school districts to write acceleration policy and procedures. |
Empowering Gifted Minds: Educational Advocacy That Works
Gilman, B.J. (2003)
Glendale, CO: DeLeon |
Empowering Gifted Minds discusses the many questions parents ask in the years after learning their child is gifted, offering answers, ideas, and sometimes, more questions to ask. Acceleration is one of the topics discussed.
Brief case studies bring descriptions to life. After each chapter, find print resources and websites with additional information, along with references. Throughout the book "Observations on the Inner Experience of Giftedness" by Quinn O'Leary, a gifted student, illuminate the information.
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The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)
ERIC EC Digest #E526
Author: Sharon J. Lynch August 1994 |
This article presents questions often asked about acceleration answered in brief from the research. Some of the topics include:
- What Do Educators Think of the Educational Acceleration Option?
- When Should One Be Cautious About Acceleration?
- What Are the Steps in Making the Decision To Accelerate?
Research about acceleration consistently documents positive effects, both academic and social, for children who have accelerated, but educators have been slow to embrace the option. Fears about social and emotional development problems for these children are common. However, people who specialize in working with gifted and talented children and teachers and parents who have had personal experience with educational acceleration tend to be more positive. |
Re-forming Gifted Education. How Parents and Teachers Can Match the Program to the Child.
Rogers, K. B. (2002)
Scottsdale, AZ: Great Potential Press. |
This book is for educators and parents unfamiliar with the full body of research in the field of curriculum for gifted education.Many current programs for gifted students are not adequate. Other programs do not fit the needs of particular gifted children Rogers uses a solid base to explain to parents and educators what is needed in both cases.
Various types of acceleration and enrichment, as well as grouping practices, are examined. For each educational option, Rogers delineates what the current research says about the benefit or lack of benefit to gifted children.
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Saving the Smart Kids - TIME
Sept. 20,2004 |
Sept. 20,2004. The article addresses the research findings in the ‘A Nation Deceived’ report on acceleration by asking the question ‘Are schools leaving gifted children behind if they don’t allow them to skip ahead?
The article examines the No Child Left Behind law and its impact on bright children as well as why educators mistrust grade skipping.
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Ten-Year Longitudinal Follow-Up of Ability-Matched Accelerated and Unaccelerated Students
Benbow, C.P. & Swiatek, M.A. Journal of Educational Psychology, Vol. 83 No. 4. (1991) |
The research study shows acceleration to be effective in meeting both the academic and the social needs of gifted children. One of the most frequently cited research studies.
This is a study worth reading if you have gifted children or work with gifted children.
The results of this study suggest that the common beliefs that acceleration puts bright students at a disadvantage academically or psychosocially should be reconsidered. Avoidance of the implementation of acceleration in the education of gifted students, whether male or female, does not appear to be supported by the present study or by earlier empirical research. Rather, accelerated students appear to benefit by gaining at least 1 year that they can devote to their own interests, such as professional or advanced educational development.
Chart includes Grade-Based Acceleration Options: Grade Skipping, Non-Graded Classrooms, Multi-Grade/Age Classrooms, Grade Telescoping, Testing Out, Early Admission into College along with typical appropriate age and grade ranges according to research and the questions to ask to determine if it’s working. |
Back to Resources
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Lesson 3: Subject/Grade-Based Acceleration - Websites
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Title/URL
Click on a link for more information |
Implementation/Content Description |
| Academic Acceleration Policy for Advanced Learners Ohio Department of Education |
Tools and resources designed to assist school districts in implementing the Model Student Acceleration Policy for Advanced Learners developed by ODE and adopted by the State Board of Education.
An extensive toolkit including forms, case studies, frequently asked questions, research and other documents to assist in the implementation of acceleration options. |
| The **Davidson Institute for Talent Development** |
Described as “the world's largest online searchable database of resources for gifted students, their parents and the professionals who serve them.” The link left is for a page of resources specific to acceleration.
Hundreds of articles on Acceleration are available. Topics include the history of acceleration, types of acceleration and their effectiveness, what makes acceleration work, meeting the needs of the gifted in rural areas, performance of students in a program of radical acceleration, tips for parents, guidelines for acceleration, acceleration strategies & benefits, an analysis of the research on ability grouping, an educators guide – are among the variety of articles presented.
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The all-things-gifted web- site for parents and educators of gifted children –type in ‘acceleration’ in the search window and over a hundred articles/books on the subject will be available.
The site offers resources, articles, books and links- for parents, educators, counselors, administrators and other professionals. There are also sections for kids & teens.
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Institute for Research & Policy
on Acceleration
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This annotated bibliography summarizes and critiques a range of academic articles concerning the incidence and effects of radical educational acceleration.
Review of the literature on acceleration and recommendations for best practice. Early school admission, radical acceleration, and the socio-affective impact of acceleration and ability grouping are some of the topics covered. |
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Quick Links – Research findings on academic acceleration/performance of gifted children.
Research from The Johns Hopkins University Center for Talent Youth (CTY) celebrating 25 years of working with gifted children both in the USA and from throughout the world.
Major Topics include: Acceleration of CTY Math & Science Students, Grouping & Acceleration Practices in Gifted Education, Education of Academically Talented / Highly Able Youth: General, Writing, Science, Math. Gender Differences/Gifted Young Women, Gifted Students With Learning Disabilities, & Study of Exceptional Talent (SET).
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