Abstract
The purpose of this chapter is to provide an overview of the history and research on acceleration followed by practical guidance for making informed decisions on acceleration cases and guidance on developing policies that support acceleration. The chapter begins by defining acceleration and providing a brief history of acceleration practices in the United States. Descriptions of 20 forms of acceleration are included to guide the reader as they develop an understanding of the wide variety of accelerative options that span grades Pre-K through college. A synthesis of the research related to the cognitive and affective development of advanced learners and long-term outcomes of accelerants is provided. Discussion of myths about acceleration and reasons why there is a gap between research and practice follow with recommendations for tools and processes to help make informed decisions about candidates for acceleration as well as development of research-based acceleration policies.
TopChapter Guiding Questions
- 1.
What types of acceleration can be implemented in schools to meet the needs of advanced learners?
- 2.
What are the long-term benefits of acceleration?
- 3.
What does the research say about social and emotional effects of acceleration?
- 4.
How can school personnel make informed decisions about acceleration?
- 5.
What are some recommendations to guide acceleration policy development?
Key Terms in this Chapter
Radical Acceleration: A process in which a student skips two or more grade levels during grades K-12 or in college.
Profoundly Gifted: An individual with an IQ score at or above the 99.9 th percentile. These students are typically capable of working four or more years above grade level.
Grade-Based Acceleration: Assigning a student to a higher grade level than is typical for their age on a full-time basis.
Subject-Based Acceleration: Providing a student with content-based instruction (such as reading) that is at least one year above their grade placement.
Academic Acceleration: An educational intervention in which a student’s total number of years in school is reduced or a student accesses advanced content at an earlier age than typical.
Gifted Learner: A student with advanced ability or potential in one or more domains of human endeavor.
Above-Level Testing: A diagnostic-prescriptive technique that removes the ceiling effect of most grade-level standardized tests. An assessment designed for students at least two grade levels above is administered to inform educational planning.
Achievement Gaps: A difference in academic performance between groups of students.