ACCELERATION OF GIFTED STUDENTS By Peggy Humphries 1

ACCELERATION OF GIFTED STUDENTS By: Peggy Humphries 1

What does Acceleration Mean? � “Progress through an educational program at rates faster or at ages younger than conventional”(Pressy, 1949, p. 2) 2

Forms of Grade-based Acceleration: � � Early entrance to school Whole-grade acceleration (grade skipping) Grade telescoping Early entrance to college

Research Support For Acceleration � � Effective intervention for high-ability students Carefully planned acceleration decisions are successful Grade-accelerated students generally out-perform older classmates academically No negative effects on social-emotional development 4

Factors to consider � � � Do you have an assessment of the accelerated student’s academic performance? Acceleration should not have a negative impact on social and behavioral adjustment. Is there going to be enough academic challenge for the student? 5

Barriers to acceleration � � � Absolute age requirements for entering school Curriculum requirements for specific grades Prerequisites for certain courses or programs Limiting participation in dual enrollment programs Attitudes of parents, teachers, counselors, and administrators 6

Acceleration of poor or minority students � Research has not addressed whether poor and minority students are less likely to be gradeaccelerated than others with similar academic achievement. 7

Pros to grade acceleration � � � Students are challenged and less likely to experience isolation and underachievement More likely to be in gifted and talented program in high school Improved achievement test scores than older students with similar achievement More time to pursue interests after college More likely to enter graduate school and further their education Saves the district and taxpayers money 8

Legislation for No Child Left Behind � � � Quest to raise achievement levels of the nation’s lowest-performing students Ignores the three to five percent of children nationwide that are considered academically gifted Ignores gifted learners rights to equity in education 9

Gifted students at risk � � � If work is not challenging, students become invisible Drop out rates are almost as high as non-gifted students Failure to accelerate may cause relationship problems Become underachievers and never reach their potential Never develop study skills 10

A nation in decline � � Nation’s schools are lagging behind other countries Our nation’s brightest students are being held back Excellence can become complacency and apathetic National standards are being lowered by ignoring our gifted students and not allowing them to reach their potentials 11

Accelerated leaders of America � � Martin Luther King, Jr. , - leader of the Civil Rights Movement and Nobel Peace Prize winner graduated from high school at 15. Justice Sandra Day O’Connor – Supreme Court Justice graduated at 16. W. E. B. Du. Bois- graduated from high school at 16. T. S. Eliot- finished his undergraduate degree at Harvard in three years, his masters degree in one year, and received the Nobel Prize in Literature. 12

Parents and Educators Fears � � � Fears that motor skills and stamina are not advanced enough Children will be hurried out of their childhood Acceleration hurts children socially Political concerns about equity Other students will be offended if one child is accelerated 13

Research Confirms that: � � Acceleration is the most effective curriculum intervention for gifted children. Acceleration has long-term benefits, both academically and socially for gifted students. Acceleration is very economical. Acceleration provides a better personal maturity match with classmates for gifted students. 14

References � � � � Cloud, J. B. (2004). Saving the smart kids. Time, 164(13), 56 -61. Colangelo, N. A. (2004). A Nation deceived. Iowa City: The University of Iowa. Colangelo, N. A. (2010), Guidelines for developing an academic policy. Journal of Advanced Academics, 21(2), 180 -203. Delisle, J. P. (2003). The survival guide for teachers of gifted kids. Minneapolis: Free Spirit Publishing Inc. Kuo, Y. L. (2011). The timing of grade skipping. Journal for the Education of the Gifted, 731 -741. Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping. Gifted Child Quarterly, 51(4), 330 -341. Pollins, L. (1983). The effects of acceleration on the social and emotional development of gifted students. John Hopkins Universtiy Press. Shepard, S. L. (2009). Early entrance to college and self-concept: comparisons across the first semester of enrollment. Journal of Advanced Academics, 21(1), 40 -57. Vanderkam, L. W. (2009). Whatever happened to grade skipping? Education Week, 28(37), 30 -36. Viadero, D. (2004). Report urges acceleration of gifted students. Education Week, 24(5) 5. Wells, R. L. (2009). What factors are associated with grade acceleration? Journal of Advanced Academics, 20(2), 248 -273. Winebrenner, S. (2001). Teaching gifted kids in the regular classroom. Minneapolis: Free Spirit Publishing I Inc. 15