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UMTYMP provides a challenging alternative to grade 8-12 mathematics coursework for Minnesota's talented mathematics students in grades 5-12. The highly accelerated courses are specially designed to provide these students with an intense academic environment that will stimulate their mathematical interest and abilities.
http://www.math.umn.edu/itcep/umtymp/
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This Michigan State University Gifted and Talented Education (GATE) program is available to students in Clinton, Eaton, Ingham, and Shiawassee Intermediate School Districts in Michigan. Mathematically gifted students are able to complete the required four years of high school math in two years through CHAMP. Students meet on Thursday afternoons each week on the MSU campus.
http://www.msu.edu/user/gifted/champ/
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The Gifted and Talented Program is available for all Edison students who qualify based on potential. Identifiable characteristics, extraordinary abilities and accomplishments and/or demonstrated needs. High acheiving students may be placed in the HGT classrooms on a space available basis as well as meeting specified criteria.
http://edison.dpsk12.org/
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This distance learning program, offered through Stanford University, is dedicated to the advancement of education among gifted students. The Education Program for Gifted Youth (EPGY) provides computer-based multimedia courses in Mathematics, Physics, English, Computer Programming and other subjects for high-ability students. Combining technical and instructional expertise, EPGY equips gifted and talented students of all ages with an individualized educational experience, optimized in both pace and content. EPGY also sponsors EPGY-OHS, a new onl...
http://www-epgy.stanford.edu/
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"Fauquier County Public Schools' gifted and talented program provides educational opportunities designed to meet the needs, abilities and interests of our highly able students. Professional staff using multiple criteria identify students in each school and in each grade level."
http://www.fcps1.org/index.cfm?Action=pages§ionID=258&pageID=348
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The Sarasota County north area Magnet Program for Gifted Students is housed at Fruitville and provides services for eligible students in an elementary school setting while preparing them to move on to other sites for the middle school years. This program is for students enrolled in grades 1-5.
http://www.sarasota.k12.fl.us/fruitville/index.html
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Gifted and Talented Education (GATE) programs promote differentiated educational programs for students in grade school, middle school and high school.
http://www.msu.edu/user/gifted
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"The Kalamazoo Area Mathematics and Science Center (KAMSC) delivers a challenging, accelerated education in mathematics, science and technology to selected students, grades 9 thru 12 in Kalamazoo County. Students can apply to the program in the eighth grade, and if accepted, spend a half-day at KAMSC in intensive mathematics, sciences and/or computer courses."
http://www.kamsconline.com
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This distance learning program is a self-paced, independent study high school. Courses can be taken by correspondence or online.
http://www.keystonehighschool.com
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All students deserve appropriate educational opportunities that are commensurate with their unique needs and abilities. They deserve programs that encourage social and emotional growth, which help develop habits of good citizenship.
The REACH program is committed to developing life-long learners who value themselves and contribute to their community.
http://www.msd38.org/reach/index.html
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School City of Mishawaka offers Gifted and Talented programs for students in grades 1-12. Project Deep is for grades 1-6, the Program for Academically Able Learners (PAAL) is for grades 7-8, and Project FOCUS is for grades 9-12.
http://www.mishawaka.k12.in.us/giftdtal.htm
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"Accelerated Schools Plus is a national endeavor designed to transform whole school communities – especially those set apart by high poverty, low academic performance and remediation -- to enriched environments characterized by accelerated instruction and gifted and talented teaching strategies that have been traditionally reserved for only the top 5% of students. Accelerated School Project was conceived, founded, and developed by Professor Henry M. Levin at Stanford University in 1986, to address these communities and the questions and chall...
http://www.acceleratedschools.net/
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"The Board of Education of Baltimore County is committed to ensuring equity and excellence in education by providing each student with an instructional environment that nurtures potential and enhances academic success.
With this central mission in mind, the Board believes that every student in the Baltimore County Public Schools K-12 who gives evidence of high achievement capabilities should have access to high quality gifted and talented educational services regardless of that student's race/ethnicity, gender, socio-economic stat...
http://www.bcps.org/offices/gt/
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PADI is designed to promote both the academic and thinking skills of a group of identified students. They attempt to find potential ability among young, culturally diverse students. The program is based on instruction in Social Studies and Science using strategies designed to improve the critical thinking skills of the students.
http://www.mcps.k12.md.us/curriculum/enriched/padi/
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The Highly Gifted Magnet (HGM) at Portola Middle School, LAUSD, is an academically challenging program comprised of students from all parts of Los Angeles. The Highly Gifted environment facilitates learning at advanced levels that challenge students and enable academic excellence.
http://www.lausd.net/Portola_Gifted_MS/index.htm
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This short editorial by the then-president of the National Association for the Education of Young Children clarifies the author's position on "hurrying" (Elkind is also author of the book The Hurried Child).
http://www.hoagiesgifted.org/elkind.htm
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This article, from the Queensland Association for Gifted and Talented Children, focues on the fact that "Acceleration is more than just grade skipping."
http://www.qagtc.org.au/acceleration.htm
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This background paper was created for the Portland Public School District Talented and Gifted Advisory Committee. The article includes discussion of: acceleration and enrichment; research concerning the effects of acceleration; the academic effects of acceleration; book references and more.
http://home.pacifier.com/~mdelacy/margaret/accelera.htm
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This article touches on the issue of acceleration of gifted students by defining acceleration, describing some of the benefits of acceleration, and listing some of the effects of acceleration on Social and Emotional development.
http://www.firn.edu/doe/commhome/pdf/gift_accel.pdf
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Clear and well organized compilation of material regarding the pro's and con's of acceleration. The article is a strong resource for parents who are considering acceleration for their gifted child and want to support their position to school systems.
http://www.nexus.edu.au/TeachStud/gat/evanss.htm
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This is a well-written, informative, article addressing the question of why acceleration is a good idea. The sources cited in the article reflect a broad range of professionals in the field -- all of whom are well-known. Additionally, it is brief and concise, making it a great article for parents to bring to educators during the advocacy process.
http://www.apa.org/monitor/may03/acceleration.html
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The purpose of this article, by Michael C. Pyryt, is to describe ways of challenging gifted students through accelerative practice.
http://www.ucalgary.ca/~gifteduc/resources/articles/AccelerationMP.pdf
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The focus of this article is on the social and emotional impact of acceleration on a student. The author has pulled together relevant quotes from a wide variety of resources.
http://www.msu.edu/user/robiso12/SkipSocial.htm
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This is a list of guidelines for acceleration that has been designed for use by schools.
http://www.austega.com/gifted/accelerationguidelines.htm
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This is one parent's true account of how he accelerated his own child. He discusses his strategy for facilitating radical acceleration. "Last year, when M was eight, he entered high school. Because he had been so emotionally fragile in elementary school and due to his age, I would not allow the school to dictate his class schedule, nor would I allow M to take as many classes as the average high school student."
http://www.hoagiesgifted.org/part_time.htm
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This online curriculum -- the Gifted Online Accelerated Learning (GOAL) program -- was developed by the Summer Institute for the Gifted and the University of Missouri, Center for Distance and Independent Study to offer online, accelerated high school-level courses specifically designed for students in grades 4–8. who want an academically challenging program. Students will receive course credit through the University of Missouri’s fully accredited high school.
GOAL courses permit gifted students to register at any time, and work online at th...
http://www.cgp-sig.com/goal_index.htm
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This is a book that discusses many factors concerning acceleration, including age, acceleration from preschool to college, current school district policies, and effects of acceleration from a social and emotional standpoint. Available options and resources are some of the topics discussed.
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This older book contains a series of articles on the status of both acceleration and enrichment during the last quarter of the 20th century. A variety of authors, many drawn from the early days of the talent search programs, describe the history of both models of educational service delivery, a variety of strategies for both enrichment and acceleration, and discuss early talent search findings.
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The most influential works on acceleration and grouping practices for the gifted are gathered in this volume, which covers concerns about the effectiveness of such techniques, presents research on the optimal conditions and methods for the utilization of grouping and/or acceleration, and describes effective programmatic initiatives. (Source: Amazon.com)
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The 3rd edition of this classic text is the most comprehensive print resource currently available that addresses important research-based considerations in gifted education. Many respected professionals have contributed chapters that cover the following topics: conceptions and identification; instructional models and practices; creativity, thinking skills, and eminence; psychological and counseling issues; populations of giftedness; and special topics, including technology, rural schools, and legal issues.
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The Iowa Acceleration Scale, developed and tested by Drs. Assouline and Colangelo, provides a systematic and thorough approach to considering and implementing academic acceleration for gifted and talented students in grades K-8. The accompanying manual provides background case examples and specific guidelines. Click here to read a review of this book.
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No Regrets is Alexandra Swann's personal story of her homeschooling career and her very early entrance into college via a distance learning/independent study bachelor's degree program. This volume espouses a philosophy of homeschooling called "accelerated academics." Alexandra and her 9 siblings all homeschooled and completed high school work by the ages of 11 or 12. Although the "gifted" word is never mentioned in this book, it is obvious that this is a very gifted girl, with very gifted siblings. This book also tells the story of how a...
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This annotated bibliography is by Miraca Gross and Helen van Vliet. It provides a compilation of international research on highly gifted children who graduate from high school three or more years early. This bibliography is published by the Gifted Education Research, Resource and Information Centre (GERRIC) under a grant from the John Templeton Foundation. Click here to read a review of this bibliography.
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Whether to admit a student into school earlier than the mandated age or advance a student ahead of his or her chronological peers remains for educators, parents, and students alike an issue of continuing concern and debate. The Academic Acceleration of Gifted Children provides a major review of the history and background issues surrounding this topic, past and present research, and the current state of the implementation of accelerative practices in American schools.
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Some of America's brightest gifted students are held back and left behind, according to The Templeton National Report on Acceleration. This easy-to-read, user-friendly report explains why many schools, parents and teachers have not yet come to terms with acceleration - despite overwhelming evidence in its favor. Teachers and parents ar presented information on early-entrance, grade skipping, the AP program and early college. Comments are accepted; this report can be downloaded online.
http://nationdeceived.org/
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This article, written by a parent as a background paper for a school district advisory committee, provides a look at acceleration vs. enrichment. Includes research on acceleration, the benefits and effects, appropriateness, and ability grouping as an enhancement or alternative. It addresses the concerns acceleration raises, including academic and non-academic issues. The author offers solid research for examples and arguments for acceleration.
http://home.pacifier.com/~mdelacy/margaret/accelera.htm
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