Frequently Asked
Questions about
Academic
Acceleration
Mary Ann Swiatek, Ph.D.
PA Licensed Psychologist
swiatek@rcn.com
What’s the difference between
acceleration and enrichment?
• Enrichment
– Adding breadth
– Adding depth
• Acceleration
– Increasing pace
– Skipping material that is already
known
• Acceleration and enrichment
What methods of
acceleration are available?
• Whole-grade acceleration
– Early entrance to kindergarten or
first grade
– Early entrance to junior high, high
school, or college
– Grade skipping
What methods of
acceleration are available?
• Subject-matter acceleration
– Self-paced instruction
– Combined classes
– Curriculum telescoping
– Concurrent enrollment
– Advanced placement
– Credit by examination
– Distance-learning courses
What methods of
acceleration are available?
• Extracurricular programs
• Mentorships
What Works for Whom?
Pyramid of Educational Options
Will accelerated students have
gaps in their knowledge?
• Diagnostic testing 
prescriptive instruction
• Test scores equal those of
gifted new classmates
• Strong performance at advanced
levels of study suggests that
there are no gaps
• Grades may not be top in
class (although often they are)
Will accelerated students
“burn out” on academics?
• Most accelerated students
attend college
• Many accelerates earn
advanced degrees
• Math/science accelerates
continue to express positive
attitudes toward math
and science
Will accelerated students be
able to make friends?
• Extremely gifted students often
are better accepted by older
students
• Gifted children often choose older
friends
• Social status more negative for
accelerants in one study in the
Netherlands (Hoogeveen,
van Hell, & Verhoeven, 2009)
Will acceleration hurt
students’ self-concept?
• Global self-concept
• Academic self-concept
• Social self-concept
• New study: Hoogeveen, van
Hell, & Verhoeven (2009)
Will recognition of academic
ability cause accelerated
students to become conceited?
• No evidence of conceit
• Consistent with predictions
of social comparison theory
Will accelerated students
suffer due to missed social
experiences?
• High levels of satisfaction
with acceleration
• Missed experiences are
regarded as “worth it”
In retrospect, are accelerated
students happy with their
decision?
• Positive effects on personal
development are reported
• Accelerates do not later
regret their decision
What should be considered in
deciding whether to accelerate
a particular student?
• Critical issues for grade
skipping
– Attitude of student
– Level of ability (IQ)
– Grade level of sibling(s)
What should be considered in
deciding whether to accelerate
a particular student?
• Other considerations
– School history (including
grades)
– Ability and achievement test
results
– Professional evaluation results
What should be considered in
deciding whether to accelerate
a particular student?
– Developmental factors
- Age
- Physical size
- Motor coordination
What should be considered in
deciding whether to accelerate
a particular student?
– Interpersonal factors
• Emotional development
• Behavior
• Relationship with peers
• Relationship with teachers
• Participation in non-school
extracurricular activities
What should be considered in
deciding whether to accelerate
a particular student?
• Attitude and support of:
– Student
– Parent
– School system
• Prior Planning
What resources can help with
decisions about acceleration?
• Research studies
• A Nation Deceived
• The Iowa Acceleration
Scale (IAS)