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Published in Volume 1, chapter 2, of A Nation Deceived: How Schools Hold Back America's Brightest Students, these are the common reasons why acceleration is not accepted in America.
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This article by Karen Rogers examines 12 forms of acceleration. The author discusses research results from 314 studies with positive effects. The results show that there were positive findings for socialization effects from grade skipping, mentorships and positive psychological adjustment effects for concurrent enrollment and mentorships.
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This book chapter excerpted from Academic Precocity: Aspects of Its Development. Author Halbert Robinson reviews research about how students who enter college early perform academically and socially. Research results suggest that early entrants continue to achieve at high levels in college. Students make the adjustment to the social scene on campus easily and have friendships with typically aged college students. Research suggests that early entrance students tend to continue on to graduate school and use the time gained for further aca...
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This article by Julian Stanley lists several ways to accelerate students. These ways include entering school early, skipping a grade, skipping the last year or two of high school by taking extra required courses early, complete two or more years of a subject in a single school year, and take regular college courses for credit on a part-time basis while still enrolled in high school. The author stresses the importance of educational acceleration as one of the prime methods for helping brilliant youths toward maximal intellectual achievement. One...
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Read how these two schools are considered leaders in utilizing advanced curriculum for gifted education. The writing team at the Davidson Institute for Talent Development has compiled this informative piece on quality school options for your gifted child.
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This article is a book chapter excerpted from Intellectual Talent. In it, author A. Harry Passow takes a look at academic acceleration and how it has been attained through the years. There are a variety of different types of acceleration practices that have been supported and popular through the years. The author explains each of these and discusses the effects they had on the students.
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This article expounds on the fact that the word "acceleration" continues to generate controversy. Although literature makes it clear that acceleration in its various guises is a positive intervention for many gifted students, educational practitioners in Australia continue to resist the evidence and campaign actively against allowing students to take this option. The article includes three research projects conducted in New South Wales, Australia that explore the different forms of acceleration. Authored by Wilma Vialle, Tracey Ashton, Greg Car...
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This article by Nancy Robinson and Kathleen Noble provides some practical part-time acceleration options, as well as full-time acceleration options, and introduces the University of Washington's Transition School and Early Entrance Program. Not accelerating a gifted child causes them to abandon the intellectual pursuit and become at-risk for difficulties. Two options for acceleration are the High School Baccalaureate programs and specialized schools.
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This article by Karen Rogers and Richard Kimpston is a review of studies that indicate gifted young people really do benefit from being academically challenged. It states that providing a challenging learning environment will only help these children, not harm them in social or psychological ways. They include short descriptions of 11 practices fro challenging these students.
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Written by Jan Willis, this article describes one child's experiences with acceleration, as well as tips on how to persuade teachers and administrators to allow grade advancement.
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