Looking for resources on acceleration for gifted learners? A recent column by Joyce VanTassel-Baska, along with several related resources, explores how schools can provide advanced learning opportunities based on students’ readiness and educational needs.
Acceleration is Still the Lodestone for Gifted Program Development
In this April 2026 Gifted Child Today column, Joyce VanTassel-Baska reviews research on acceleration and discusses classroom practices and school policies. The abstract is reproduced below with permission.
This column reviews research related to acceleration. The author discusses myths about acceleration, truths about the use of acceleration, and strategies for acceleration in classrooms. Policy recommendations are provided for responsible school decision making. Based on 100 years of evidence, the author concludes that acceleration opportunities for gifted students throughout the schooling process is a basic right and a necessity to an appropriate education for them, a key tenet for inclusion in school district mission statements.
Joyce VanTassel-Baska. Gifted Child Today, April 2026, volume 49, issue 2, pages 160–165.
Read the full column in Gifted Child Today >
Basic Educational Options for Gifted Students in Schools
This earlier article by VanTassel-Baska takes a broader look at acceleration, grouping, and differentiated curriculum. It discusses options such as subject and grade acceleration, early entrance, and advanced coursework, while emphasizing the importance of matching instruction to a student’s learning level. For families and educators exploring what appropriate educational services might look like, the article provides a useful overview of options beyond the standard age-based progression through school.
Read Basic Educational Options for Gifted Students in Schools >
Policy: A Fundamental Component in an Acceleration Plan
This November 2022 Belin-Blank Center post summarizes a VanTassel-Baska conference presentation on the research and practice of acceleration. It highlights her argument that acceleration should be a first intervention for gifted students, complemented by enrichment and other services. The post focuses on the importance of school policies that support consistent access to advanced learning opportunities throughout a student’s education. It offers a concise companion resource for readers interested in how schools can move from individual acceleration decisions to a more comprehensive approach.
Read the Belin-Blank Center’s Post on Acceleration Policy >
Acceleration Strategies for Teaching Gifted Learners
VanTassel-Baska’s book, Acceleration Strategies for Teaching Gifted Learners, published in 2005, focuses on practical approaches to acceleration across grade levels and subject areas. Its description highlights strategies for identifying students who may benefit from acceleration, developing program options, and providing advanced content in the classroom. The book offers another avenue for exploring the instructional side of acceleration, complementing the policy emphasis of the resources above. The link below provides information about the book rather than free access to its full text.
Learn About Acceleration Strategies for Teaching Gifted Learners >