Acceleration
WHAT FACTORS SHOULD BE CONSIDERED WHEN ACCELERATING GIFTED
STUDENTS TO ENSURE THEIR SUCCESS?
What is gifted acceleration?

Acceleration includes single-subject acceleration, whole grade skipping early entrance to
school and Advance Placement courses.
According to Gross, Colangelo, & Assouline in “A Nation Deceived”
It is NOT…

*Pushing a child

*Forcing a child to learn advance material

*Forcing a child to socialize with older children before they are ready
It IS…

*Matching the level and complexity of the curriculum with the readiness and motivation of
the child.
Types of Acceleration

*Early Admission to
Kindergarten

Mentoring

Early Admission to First Grade

Extracurricular Programs

Grade-Skipping


Continuous Progress
Correspondence
Courses/Online Courses

Self Paced Instruction

Early Graduation

Subject Matter Acceleration/
Partial Acceleration

Concurrent/Dual Enrollment

Advance placement

Combined Classes

Credit by Examination

Curriculum compacting

Acceleration in College

Telescoping Curriculum
(results in advanced grade
placement)

Early Entrance into Middle
School, High School, or
College
Early
Admission to
Kindergarten
Early
Admission to
First Grade
 Early
admissions
accelerations allow
students to enter the
grade prior to the
required age or skip
to the first grade.
 Placing
GradeSkipping
Continuous
Progress
a student in a
grade above their age
and peers
 Continually
giving a
student higher content as
prior content is mastered
when the student’s
progress exceeds that of
his/her peers.
Self Paced
Instruction
Subject Matter
Acceleration/
Partial
Acceleration
A
sub type of continuous
progress acceleration
where the student
determines the pace of
progression.
 Placing
a student in a
higher grade for part of
the day, or teaching
using higher level
materials/subject matter.
 Placing
Combined
Classes
students in
different grades in the
same classroom.
 Reducing
Curriculum
Compacting
the amount of
introductory activities or
instructional objectives so the
student may be taught more
advanced content or
participate in an enrichment
activity.
 Student
Telescoping
Curriculum (results
in advanced
grade placement)
is taught content in
less time than normal.
(completing one year
course in one semester) so
that the student may
advance grades.
 Student
Mentoring
is paired with a
mentor who provides
advanced pacing of
instruction.
 Student
Extracurricular
Programs
Correspondence
Courses/Online
Courses
enrolls in after
school or summer
programs that confer
advance instruction.
 Work
a student signs up
for outside of the regular
classroom through mail
or internet.
 Students
Early Graduation
Concurrent/Dual
Enrollment
complete
increased amounts of
course work so that the
graduation requirements
are completed early.
 Students
take courses at
one level and receive
credit on both that level
and a higher level.
 After
Advance
placement
Credit by
Examination
completing the
course students may
take a test and confer
college credit.
 Taking
a mastery test
and receiving
advanced standing
credit.
Acceleration in
College
 Advanced
level of
instruction at least one
year ahead
Early Entrance into  Student complete
content early and earns
Middle School,
an advancement to the
High School, or
next level of school.
College
What factors should be
considered when
accelerating gifted students
to ensure their success?
Social and Emotional Effects
Things to consider:

Students who are being accelerated should be screened for social readiness,
and emotional maturity

In selecting candidates for acceleration consideration should be given to the
possibility that a student who demonstrates low motivation, social withdrawal
or isolation, and negative attitudes toward school or academic work could
be good candidates for the acceleration option

Iowa Acceleration Scale is used to determine student’s readiness for grade
skipping.

However, no studies have shown significant negative impacts of acceleration
on social and emotional development overall. (A few individual students
show negative impacts)
Twice Exceptional/Dual Exceptionalities
Things to consider:

The type and severity of disability

Recommendations of the school psychologist

A combination of strategies/programs may be needed to meet
the needs of the twice exceptional student
The English Language Learner/Under Represented Ethnicities
Things to consider:

Proficiency in English may cause difficulty with interpersonal
relationships with peers

Parent’s feelings/support

Parental educational experiences could be an influencing
factor
Factors in Parent’s Support (For ALL Gifted)
Things to consider:

Culture and economics status

Level of education

Amount of parent involvement/support that can be provided
Acceleration Myths

Acceleration creates social/emotional problems for gifted students

Gifted students are rejected by their peers when accelerated.

The accelerated students faces potential academic burn out.

There will be gaps in a student’s knowledge if we accelerate them

Student misses out on leadership opportunities if they leave their
peer group.
Dispelling Acceleration Myths
Myths do not stand up to the evidence provided by the research, but myths are
repeatedly offered by parents, educators and related professionals.

The reality is studies show there is no significant negative social/emotional impact
when accelerating.

Acceleration serves to solve many social/emotional issues for gifted students.

We accelerate students because they are well ahead of their age peers in their
academic development and knowledge. Gifted students are swift learners and any
gaps quickly disappear.

Acceleration is one of the easiest forms of catering for gifted students. If a student is
appropriately accelerated, they require a lesser degree of curriculum differentiation
Resource

A Nation Deceived: How Schools Hold Back America’s Brightest Students

http://www.accelerationinstitute.org/nation_deceived/

The Socioaffective Impact of Acceleration and Ability Grouping:

Dispelling the Myths with Research and Reality

http://www.tasgifted.com/PDF/Accelerationdispelling%20the%20myths%20with%20research%20and%20reality%20v1.6.pd

Iowa Acceleration Scale

Acceleration of Gifted Students


http://www.fldoe.org/ESE/pdf/gift_accel.pdf
Types of Acceleration

http://www.davidsongifted.org/db/Articles_print_id_10313.aspx