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Educational Options: Acceleration

• Assessment of Gifted Children: Identification

  A Place to Start: Is My Child Gifted?

  This article summarizes a variety of views on why and when to seek an assessment, as well as the utility of different types of tests. Questions for parents to consider in the process of making such decisions are listed. Links to additional articles on assessment and its implications for educational advocacy and planning are also included. In addition, links to information on the most recent versions of the popular individually administered tests are provided.

  The Best-Kept Secret in Gifted Education: Above-Level Testing

  This article covers the topic of above-level testing.

• Educational Options: Acceleration

  12 Reasons Why Acceleration isn't Accepted in America

  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.

  A best-evidence synthesis of research on acceleration options for gifted students

  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.

  A case for radical acceleration: Programs of the Johns Hopkins University and University of Washington

  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 academic opportunities. The decision to enter college early is one of matching a student's needs and abilities to the appropriate environment.

  A Look Back at Educational Non-Acceleration: An International Tragedy

  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 consequence of not accelerating intellectually brilliant young people so that they can move rapidly through college and to an early doctorate degree is wasting the talents of many youths since they have less time to make contributions after they graduate.

  A Story of Academic Acceleration and Success

  This article describes one student's successful experiences with acceleration.

  A Tale of Two Schools: Peabody and Challenge

  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.

  Academic Acceleration: Is It Right for My Child?

  This article by Susan Scheibel, Ed.D. covers a number of topics related to acceleration. It also provides parents advice on how to advocate for acceleration if they think it is a good fit.

  Acceleration over the years

  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.

  Acceleration: A coat of many colours

  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 Carlton and Florence Rankin.

  Acceleration: Valuable high school to college options

  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.

  Acceleration: What we do vs. what we know

  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.

  Attaining Grade Advancement

  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.

  Can Distance Learning Meet the Needs of Gifted Elementary Math Students?

  This article provides a teacher's experiences with gifted students in mathematics, and how distance learning can be a viable option. She describes new techniques and methods for teaching the gifted by pointing out resources and tips.

  Colin Camerer: The early professional years of a radical educational accelerant

  This article, written by students in the Johns Hopkins University gifted-child class, takes a look at the early professional years of Colin Camerer, a radical educational accelerant. He shares his views on acceleration as well as some of his experiences. Authored by John Holmes, Li-Hsien Rin, Joanne Tremblay and Robert Zeldin.

  Educational decision making on acceleration and ability grouping

  This article by Joyce VanTassel-Baska discusses the merits of ability grouping and acceleration for gifted students. It reviews studies on this subject, talks about issues that have been controversial. The author also offers recommendations to educators on how to help gifted students to maximize their potential.

  Educational research and educational policy: The strange case of acceleration

  This article is a book chapter from Intellectual Talent: Psychometry and Social Issues. Author James Gallagher discusses the role educational research has played in the arena of educational reform with particular focus on the effects of acceleration on students, and concerns about acceleration. The conclusion is that research findings are not the variables most frequently used when setting policy.

  Educational trajectories

  This article by Julian Stanley, Alexander Plotinck and Michele Cargain offers insights into radical acceleration. Two radically acclerated students (Plotnik and Cargain) provide insight on their educational experiences. The text comes from a conference address.

  Educators Corner: The Truth About Social and Emotional: Aspects of Grade Skipping

  This article highlights the importance of acceleration as an option for gifted learners. The author attempts to dispel the myth that grade skipping is socially detrimental to the student, and offers resources to determine when and if a grade skip may be necessary.

  Exceptionally Gifted Children: Long-Term Outcomes of Academic Acceleration and Nonacceleration

  In this article, Miraca Gross discusses the long-term outcomes of grade acceleration versus nonacceleration.

  Guidelines for grade advancement of precocious children

  This article presents practical guidelines for making grade advancement decisions. Grade advancement is a way of bringing some gifted and talented children up to a level of instruction closer to their levels of achievement and pace. This method of acceleration is available to every school system. Authored by John Feldhusen, Theron Proctor and Kathryn Black.

  Meeting the needs of the gifted in rural areas through acceleration

  This article discusses different ways rural areas can educate their gifted students. Acceleration is suggested as an option that rural schools can easily use. Options and explanations are offered throughout the article. Authored by Camilla Benbow, Teresa Argo and Lynn Glass.

  Progress in Gifted Education—Everywhere But Here!

  This article by Camilla Benbow discusses the fact that most gifted students still are not being challenged appropriately for their abilities. Acceleleration is suggested as a very good option that would be available to all gifted students, no matter where they are from. It is discussed in detail throughout the article.

  Project M3: Mentoring Mathematical Minds — A Research-Based Curriculum for Talented Elementary Students

  This study is a research grant project designed to create an enriched and accelerated curriculum for mathematically talented elementary students.

  Radical acceleration and early entry to college: A review of the research

  "Few educational interventions have been as comprehensively studied as acceleration and few have acquired as compelling a body of empirical evidence for their success. Acceleration was one of the few educational procedures endorsed by Shore, Cornell, Robinson, and Ward (1991) in their comprehensive analysis of research in gifted education as being strongly validated by research. Yet, many educators are wary of possible ill effects of acceleration, citing fears for both the intellectual and affective well-being of students (Daurio, 1979; Southern, Jones, & Fiscus 1989). Particular concern is expressed when the acceleration under consideration is radical, that is, it employs a range of procedures leading to school graduation 3 or more years earlier than usual."

  Radical Acceleration in Australia: Terence Tao

  This article is a profile of the nurturing and development of Terence Tao, a profoundly gifted young mathematician, chronicles his schooling and highlights the uniqueness of his educational needs. It also highlights valuable insights from his parents on raising a profoundly gifted child. Also included in this profile are observations and comments about Terence from Dr. Julian Stanley, John F. Feldhusen, and A. Harry Passow.

  Radical Acceleration: Responding to Academic and Social Needs of Extremely Gifted Adolescents

  In this article, Miraca Gross explains that although many teachers and principals argue against acceleration, research strongly supports the value of grade acceleration for highly and extremely gifted children. The most frequently expressed concern relates to the possibility of social or emotional damage resulting for students who have been accelerated. Research, however, has consistently shown that the acceleration of gifted students is associated with positive changes in their academic development as well as a greater social acceptance from mental age peers with whom accelerated students are placed. Further, research demonstrates that students' social and emotional development is more highly correlated with mental age than chronological age. Finally, research suggests that gifted students who are early college entrants, have superior academic achievements when compared to both regular age college students and equally gifted students who did not enter college early. This article advocates the acceleration of gifted students as an urgent necessity.

  Regardless of age . . . Making radical acceleration work

  This article by Jill Howard is a first-person account of a family's struggle with getting their profoundly gifted child accelerated into an appropriate grade-level for his abilities. He eventually entered high school at age 8. It relates their challenges and eventual triumph.

  Relevant educational and psychological research

  This book chapter explores the research on acceleration and early school entrance. Things to consider when thinking about accelerating a student are included as well as explanations of various studies on the subject. Guidelines for testing students are also incorporated into this informative chapter written by Susan Assouline, Nicholas Colangelo, Ann Lupkowski-Shoplik, Jonathan Lipscomb, and Leslie Forstadt.

  Research highlights from Templeton National Acceleration Report - A Nation Deceived: How Schools Hold Back America’s Brightest Students

  This article highlights the decades of research from the Templeton National Acceleration report. Researchers throughout the nation took into consideration many of the reasons why acceleration is not a commonly accepted alternative for intellectually gifted students, including the myth that children must be kept with their age peers, that acceleration "hurries" students out of childhood, or even that acceleration somehow conflicts with the idea of political equality.

  Selection of Candidates for Early Admission to Kindergarten and First Grade

  This article by Nancy Robinson and Linda Weimer explains that children learn best when challenged appropriately at a level they are ready for. It suggests strategies for parents to use when advocating for early school entrance through all the different view points of teachers, administrators and professionals. Also included is a catalog of preferred tests and assessments for various domains.

  Teacher to teacher: Acceleration - It's free and it works!

  This article discusses the "often overlooked" option of acceleration for gifted students allowing them to attend classes with other students who are at the same developmental level, rather than with their age-peers.

  Templeton National Report on Acceleration: A Nation Deceived

  The Templeton National Report on Acceleration is a research report that highlights the most effective way to help gifted students thrive. "Decades of data come together in this report to make one resounding statement: acceleration is the most effective intervention method for high-ability students, not just academically, but emotionally and socially, and for both the short- and long-term."

  The "Ifs" and "Buts" of Acceleration

  This article by Christy D. McGee, Ed.D. provides answers to a number of frequently asked questions involving acceleration, including social/emotional issues and peer relations.

  The effects of acceleration on the social and emotional development of gifted students

  This article is a book chapter by Lynn Pollins. It discusses studies on acceleration as it relates to the student's social and emotional development. There has never been a study that showed a negative result of acceleration. By contrast, there may even be positive effects to the social and emotional development of accelerants.

  The Fallacy of a “One Size Fits All” Education

  This personal narrative by a profoundly gifted student, 14, that reflects on his educational journey and observations of radical acceleration.

  The use of radical acceleration in cases of extreme intellectual precocity

  This article by Dr. Miraca Gross reviews the schooling of five profoundly gifted children who have been radically accelerated. Gross' study found that "the extremely gifted students who have been radically accelerated, and their teachers and parents, believe strongly that they are now much more appropriately placed, both academically and socially." These students have higher levels of motivation, less pressure for peer acceptance, and closer social relationships than they did prior to acceleration."

  Types of Acceleration

  This excerpt from A Nation Empowered lists 20 different types of acceleration.

  Types of acceleration and their effectiveness

  Taken from a series of GERRIC presentation modules, this article explains types of acceleration, disproves negative notions on acceleration, and provides international guidelines on the subject.

  We grade-skipped our daughter. Here’s why you should consider doing it, too.

  In this Washington Post article, Jennifer Jeanne Patterson discusses the possible benefits of grade-skipping.

  Whole grade acceleration success stories

  This article contains stories of successful grade skips, written from the parents' perspective. The various accounts cover skips in an assortment of grades in public schools, private schools and homeschooling.

  Why is it important to take challenging classes?

  This article, by Leigh Johnson, discusses some of the common misconceptions that lead many people to believe they should stay away from more challenging classes earlier in their education. "Engaging in fast-paced learning now ensures a foundation for continued exploration at the college level."

• Educational Options: Early College

  Davidson Academy Opening Ceremony - U.S. Secretary of Education Margaret Spellings' Speech

  U.S. Secretary of Education Margaret Spellings delivered this speech on August 22, 2006 during the opening ceremony of The Davidson Academy of Nevada. Topics included: No Child Left Behind, the necessity for customized education plans, and the opportunities that the first class of Davidson Academy students will receive.

  Food for thought: Is early college entrance an appropriate alternative for you?

  This article was written by Nancy Robinson for the Davidson Institute for Talent Development Early College Assistance Service. She lists the issues that need to be addressed when considering acceleration to college, the disadvantages and advantages, and alternative choices. Robinson also offers suggestions for preparing for a successful college experience and advice on picking a college.

  Socioemotional adjustment of adolescent girls enrolled in a residential acceleration program

  This article reports on a study of adolescent girls enrolled in a residential early college entrance program and investigated whether socioemotional adjustment could be predicted by prior personality and family traits. Adjustment was assessed by staff, student, and peer perspectives over the course of one academic year. Results indicate consistent predictive relationships between the Jackson Personality Inventory, the Self-Perception Profile for Adolescents, the Family Environment Scale, the Parent Adolescent Communication Scale, and four outcome adjustment measures.

  The case for radical acceleration to college

  This article by Nancy Robinson looks at the issue of radical acceleration. She examines the arguments in favor of it, the questions this topic raises and offers summary of results of previous studies. The text comes from an address Robinson made at a conference.

  The performance of students in a program of radical acceleration at the university level

  This article by Paul Janos and Nancy Robinson discusses a study of accelerated students. The academic performance of 24 accelerated students was compared with that of 2 groups of college students averaging 4 years older. Accelerated students performed on par with older National Merit Scholars and out-performed other older students.

• Educational Options: Tips for Teachers

  Educational Options for Gifted Learners

  This article by the Davidson Institute for Talent Development discusses some of the educational options for gifted learners that have proven effective for exceptionally bright young people. Some of these options include acceleration, credit by examination, compacting, independent study, ability grouping, dual enrollment, early college entry, and more. Ideally, parents and educators are willing to collaborate and implement an educational plan that takes into account the child's intellectual precocity and emotional development.

• Parenting: Tips for Parents

  Tips for Parents: Academic Acceleration

  This Tips for Parents article is from a seminar hosted by MaryAnn Swiatek. She explains that acceleration can be a very good option for many students and offers options to consider when making a decision on the subject.

  Tips for Parents: Academic Acceleration for Students in 8th Grade and Younger

  This Tips for Parents article is from a seminar hosted by Ann Lupkowski-Shoplik. She answers a number of questions that often arise in regards to acceleration options for students in 8th grade and younger.

  Tips for Parents: Acceleration

  This Tips for Parents article is from a seminar hosted by Ann Lupkowski-Shoplik. She highlights several concerns about acceleration, including: Signs that acceleration may be needed; the impact of acceleration on social development; helping your child make the transition to the new grade; and much more.

  Tips for Parents: Acceleration and the Profoundly Gifted

  This Tips for Parents article is from a seminar hosted by Ann Lupkowski-Shoplik. She discusses how to work with the school, how to evaluate the child, the best times to accelerate and more. Shoplik also covers early entrance to college and the option of not accelerating a child.

  Tips for Parents: Acceleration for Middle and High School Students

  This Tips for Parents article is from a seminar hosted by Ann Lupkowski-Shoplik, in which she conducted a seminar for parents of academically talented students who were interested in acceleration. Below are some of the points discussed during the seminar.

  Tips for Parents: Navigating a Gap Year

  This Tips for Parents article is from a seminar hosted by Holly Bull, who provides advice on the "gap year" process.

  Tips for Parents: Radical Acceleration

  This Tips for Parents article is from a seminar hosted by Professor Miraca Gross, who delivers some tips on radical acceleration.

  Tips for Parents: Smart boys

  This Tips for Parents article is from a seminar hosted by Sanford Cohn. He conducted this seminar for parents of highly intelligent boys. This article offers families four recommendations to consider in relation to radical acceleration.

• Social/Emotional: Gender Specific

  Can Grade-Skipping Close the STEM Gender Gap?

  In this article, Tom Clynes describes how, if girls were allowed to accelerate through school, then perhaps their peak career- and family-building years would not overlap.

• Support Materials: Book Reviews

  Becoming a Master Student: Tools, Techniques, Hints, Ideas, Illustrations, Examples, Methods, Procedures, Processes, Skills, Resources, and Suggestions for Success

  BOOK REVIEW (Davidson Institute) - By author Dave Ellis, this book as a must-read for all young people considering radical acceleration and/or early college entry. It has received rave reviews from members across the gifted community.

  Growing Up Gifted: Developing the Potential of Children at Home and at School

  BOOK REVIEW (Davidson Institute) - This article offers a brief review of Barbara Clark's Growing Up Gifted. Clark provides an overview of the research on acceleration (or grade skipping) for highly gifted children. The research shows "almost uniformly positive results." Clark lists several advantages for accelerating highly gifted students.

  Iowa acceleration scale (IAS): A guide for whole-grade acceleration K-8

  BOOK REVIEW (Davidson Institute) - The Iowa Acceleration Scale is a tool to help educators and/or parents determine if grade acceleration is an appropriate option for a particular student. It also provides a basis for interactions between parents and teachers on the subject.

  Radical Acceleration of Highly Gifted Children

  BOOK REVIEW (Davidson Institute) - The reviewer finds this an excellent resource on acceleration for educators, administrators and parents who plan programs and make intervention decisions for gifted and talented students. Readers can easily access their topic of interest in this usable and friendly tool.

• Support Materials: Interviews

  Interview with Bob Schultz on The Myths of Giftedness

  In this Q&A, Robert A. Schultz, Ph.D., describes the myths about gifted students he hears most often and why it is important to address these myths.

  Interview with Jim Delisle on Gifted Students and Peer Relations

  In this article, Jim Delisle provides information on the peer relations of gifted students, the differences between an “agemate” and a “peer”, and resources on forming social relationships.

  Interview with Susan G. Assouline on the release of A Nation Empowered

  In this Q&A, Dr. Susan Assouline discusses the release of A Nation Empowered and acceleration.

• Talent Development: Advocacy

  Families and Schools: Partnership and Collaboration

  This article takes a look at the interpersonal, emotional, and intellectual benefits that can result from a close connection between the home and the school.

  The miseducation of our gifted children

  This article written by Ellen Winner a professor of Psychology at Boston University addresses some of the issues gifted children often face. This article supports acceleration and gifted students needs for advancement within schools. This article suggests raising standards in all classrooms, to raise achievement for all students not just the brightest.
  

• Talent Development: General Talent Development

  How to Start a School or Program like the Davidson Academy

  This article is based on a collection of resources that the Davidson Institute and Davidson Academy staff compiled to send to people asking how to start a similar school or program.