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assessments. Effective administration involves ensuring student readiness, both academic and social-emotional, and providing necessary support and resources. Cohort acceleration programs, in which a number of students are accelerated together at the same time, are often especially effective. However, acceleration programs often face difficulty due to many teachers, administrators and parents being skeptical of the benefits of acceleration. This is because teacher education programs do not often present information about acceleration, even though there are decades of research demonstrating that acceleration is a successful educational option for talented students. Adults who have experienced acceleration themselves, however, tend to be very well-disposed to the practice.
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students in gifted programs, and Latino students 22.3% of general education but only 15.4% of gifted programs. In a majority of gifted programs, the first step is referral from a teacher. However, few teachers are trained in identification and thus rely on academic metrics, a metric some argue is biased towards White students due to systemic inequities in intelligence assessment. A significant majority of states use some form of standardized or aptitude test. African
American, Latino and Indigenous students consistently perform lower on these exams due to a variety of cultural and institutional reasons.
624:, launched in 2021, is an online platform that assists educators and families in working their way through the process of decision-making about acceleration. It guides participants through the integration of information about acceleration. Informed by decades of research, it includes all of the major factors to consider when making a decision and produces a report about readiness for one of the many forms of acceleration, including grade-skipping, early entrance to kindergarten, subject acceleration, and early entrance to college. Authors of this tool are Susan Assouline and Ann Lupkowski-Shoplik.
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of students raises the representation of minority students but can face significant resource constraints. However, theories of multiple intelligence have also now led to calls for removal of IQ tests as a standard metric of giftedness. IQ tests prioritize a set binary of intelligence factors which often discounts experiential and contextual expressions. Attempts to lessen racial inequality in programs of academic acceleration and gifted education continue in experiments across the United States.
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instruction entails reduced amounts of introductory activities, drill, and practice. Instructional experiences may also be based on relatively fewer instructional objectives compared to the general curriculum. The time gained may be used for more advanced content instruction or to participate in enrichment activities. Curricular compacting not only saves time, but also reduces student
395:
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Numerous potential solutions have been proposed and tried with varying degrees of success and continuation. Implicit biases and cultural differences contribute to the mis-categorization or oversight of
African American, Latino and other students of color. Furthermore, universal testing and screening
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Often referred to as "testing out", credit by examination involves giving a student advanced standing credit (e.g., in high school or college) for successfully completing some form of mastery test or activity. Studies of gifted college students suggest that this may have slightly negative effects on
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Curriculum compacting involves analyzing an assigned curriculum unit, determining which parts of it a student has already mastered, and providing replacement strategies so that the student can complete the unit without repeating this already-mastered material. In a compacted curriculum, the student's
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In extracurricular acceleration, students elect to enroll in weekend, after-school or summer programs that confer advanced instruction and/or credit. In some cases this will allow especially radical acceleration in content, such as a primary-school student taking university-level extension classes.
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Early admission to first grade: often occurring where early admission to kindergarten is not permitted. This practice can result from either the skipping of kindergarten, or from accelerating the student from kindergarten in what would be the student's first year of school. This second approach, of
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prior to the minimum age for school entry as set by district or state policy. This form of acceleration poses fewer obstacles than others, as places the student in a peer group with whom the student is likely to remain for some time. In many US school districts, early admission requires evaluation,
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In a telescoped curriculum, the student is provided instruction that entails less time than is normal (e. g., completing a one-year course in one semester, or three years of middle school in two). Telescoping differs from curriculum compacting in that time saved from telescoping results in advanced
365:
one or more years before the traditional age of college entrance, and without obtaining a high school diploma. In some cases this is done individually, and many universities and colleges allow such admissions on a case-by-case basis. However, it is also often done as part of a cohort acceleration
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Academic acceleration and gifted programs more broadly face critique for significant and consistent under-representation of minority students - particularly students of
African American and Latino descent. In 2009, African Americans comprised 16.7% of students in general education but only 9.9% of
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This practice allows students to be placed with classes with older peers for a part of the day (or with materials from higher grade placements) in one or more content areas. Effective subject-matter acceleration requires the cooperation of teachers in subsequent grades, so that the student is not
329:
As with extracurricular acceleration, when using distance or correspondence courses, the student enrolls in coursework delivered outside of normal school instruction. Instruction may be delivered traditionally by mail, but increasingly online courses are used. Effective use of distance learning
194:
from
Vanderbilt's Study of Mathematically Precocious Youth finds that there are no effects on the long-term well-being of gifted youth from academic acceleration such as skipping grades, graduating early, or a combination of advanced educational placement methods. In fact, the authors stated that
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In early graduation, the student graduates from high school or college in three-and-a-half years or less. Generally, this is accomplished by increasing the amount of coursework undertaken each year in high school or college, but it may also be accomplished through dual/concurrent enrollment or
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is a paper-and-pencil tool designed to help educators gather relevant information and conduct a team meeting with educators, administrators, and parents and determine if acceleration (specifically, a grade-skip) is a good match for a particular student. This tool is widely accepted in gifted
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In mentoring, a student is paired with a mentor or expert tutor who provides advanced or more rapid pacing of instruction. Mentoring of gifted high school students by successful adults often has beneficial long-term effects, including improved focus on career goals. The career effects are
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Well-administered academic acceleration programs have been generally found to be highly beneficial to students. For example, accelerated students outperform peers on a variety of measures, including grades in school, future university status and grades, career achievements, and performance
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forced to repeat the material. Important points about subject acceleration include credit and placement. The student should receive credit for work completed, and the student should be placed in the next level of a course after successfully completing a course. More information about
270:
or university. One sub-type of dual enrollment is concurrent enrollment, in which the student simultaneously receives both high school and college credit for a single course. Dual enrollment programs can allow students to graduate early, or to enter college with advanced standing.
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Citations in the following paragraphs focus on data reported about students labeled "gifted." Research has found that nearly half of academically talented students (as measured by high scores on above-level tests) are not labeled "gifted" by their schools.
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Educational policy helps to ensure that acceleration is offered to all students who might benefit from it, not just those who have parents advocating for them. Information about developing academic acceleration policies can be found in the publication,
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One metric used for determining whether grade skipping is appropriate is the research-based Iowa
Acceleration Scale, which entered its third edition in 2009. In particular, the IAS identifies four conditions under which grade skipping is unwise:
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A combined class is one that combines two adjacent grades. While not, in and of itself, a practice designed for acceleration, in some instances this placement can allow younger students to interact academically and socially with older peers.
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In self-paced instruction, the student proceeds through learning and instructional activities at a self-selected pace. Self-paced instruction differs from continuous progress instruction in that the student has a greater degree of control.
117:. It has been described as a "fundamental need" for gifted students as it provides students with level-appropriate material. The practice occurs worldwide. The bulk of educational research on academic acceleration has been within the
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The student completes two or more majors in a total of four years and/or earns an advanced degree along with or in lieu of a bachelor's degree. Academic acceleration also occurs at the graduate and professional level, with
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One of the best-known forms of academic acceleration, grade skipping involves moving the student ahead one or more grades. Where grade skipping is inappropriate, other forms of acceleration may be recommended instead.
82:
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program, in which many such students are accelerated into college together at the same time. These programs may provide their students with a social support network and help in dealing with the adjustment.
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In continuous progress education, the student is given content progressively as prior content is completed and mastered, moving on to more advanced material as soon as the student is ready for it.
1389:
Swiatek, M. A., & Lupkowski-Shoplik, A. (2003). Elementary and middle school student participation in gifted programs: Are gifted students underserved?. Gifted Child
Quarterly, 47(2), 118-130.
180:, highlights the research that has occurred over the past decade, and provides further evidence that academic acceleration, when applied correctly, can be highly beneficial for gifted students.
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is moving students through an educational program at a rate faster or at an age younger than is typical. Students who would benefit from acceleration do not necessarily need to be identified as
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Research has provided no evidence of social or emotional maladjustment due to acceleration. Accelerated students are about as well-adjusted socially as their non-accelerated classmates.
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Classrooms with students of diverse ages allow younger gifted students to be grouped with older students who are closer to their academic level. They also create opportunities for
905:
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provides many resources about acceleration, including research articles, free resources, and other information useful to parents, educators, policymakers, and researchers.
35:
699:
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Ford, Donna Y. (2014-07-03). "Segregation and the
Underrepresentation of Blacks and Hispanics in Gifted Education: Social Inequality and Deficit Paradigms".
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One of the major concerns noted about acceleration is the impact on socialization. A longitudinal study conducted over 35 years and published in 2020 in the
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Ford, Donna Y. (April 1, 1998). "The
Underrepresentation of Minority Students in Gifted Education: Problems and Promises in Recruitment and Retention".
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education (for example, the State of Ohio requires its use for students considered for whole-grade acceleration). However, it was last updated in 2009.
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Early entrance to middle school or high school: Early entrance to high school enables the student to avoid being stuck in the "holding pattern" of
1073:
1667:
Colangelo, Nicholas; Assouline, Susan (2009). "Acceleration: Meeting the
Academic and Social Needs of Students". In Shavinina, Larisa V. (ed.).
841:. Iowa City, IA: University of Iowa, Connie Belin & Jacqueline N. Blank Interna- tional Center for Gifted Education and Talent Development.
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In dual enrollment, the student is simultaneously enrolled in two separate, academically related institutions, most commonly a high school and
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865:"Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study"
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Dare, Lynn; Nowicki, Elizabeth (2015-10-01). "Conceptualizing
Concurrent Enrollment Why High-Achieving Students Go For It".
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extracurricular and correspondence coursework. In the United States, however, some states do not allow early graduation.
630:, in which a student takes a test designed for older students, is frequently used to determine a student's readiness for
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Academic acceleration provides greater benefits for academically talented students than any other approach, such as
377:, are special programs within larger colleges. In others, like the Early Entrant Program at Shimer College and the
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A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students
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A number of tools have been developed to help educators and families make decisions about academic acceleration.
352:
1238:
VanTassel-Baska, Joyce (2003). "Curriculum Policy Development for Gifted Programs". In Borland, James H. (ed.).
1103:"Curriculum Compacting: A Systematic Procedure for Modifying the Curriculum for Above Average Ability Students"
672:
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1512:"Universal screening increases the representation of low-income and minority students in gifted education"
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906:"Academic acceleration has no negative long-term effects on the psychological well-being of gifted youth"
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1563:"Desegregation of Gifted Educational Programs: The Impact of Brown on Underachieving Children of Color"
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articulated 20 benefits of academic acceleration, which can be further distilled into four key points:
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in a particular subject. Acceleration places them ahead of where they would be in the regular school
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Advanced Placement is a program unique to the United States and Canada, originally developed by the
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Early entrance to college, sometimes called "early admission", is the practice of allowing
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Developing Academic Acceleration Policies: Whole Grade, Early Entrance, and Single Subject
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A Nation Empowered: Evidence Trumps the Excuses Holding Back America's Brightest Students
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683:, helps schools and school districts develop fair and equitable acceleration policies.
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skipping kindergarten entirely, is however often resisted by US school administrators.
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Failure to accelerate a student who is able to accelerate may have adverse effects on
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929:"Types of Acceleration: Dimensions and Issues," by W. T. Southern and E. D. Jones,
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If the student has a sibling in the grade into which the student would accelerate
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Matthews, Michael; McCoach, D. Betsy; Peters, Scott (2013). "When Not To Skip".
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Proceedings of the National Academy of Sciences of the United States of America
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Beyond Gifted Education: Designing and Implementing Advanced Academic Programs
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A nation deceived: How schools hold back America's brightest students (Vol. 1)
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student's social and emotional needs by providing a better-matched peer group.
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782:"Radical acceleration and early entry to college: A review of the research"
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Smutny, Joan Franklin; Walker, Sally; Meckstroth, Elizabeth A. Y. (2006).
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1105:. Neag Center for Given Education and Talent Development. Archived from
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381:, early entrants study side-by-side with traditional college students.
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subject acceleration is provided on the Acceleration Institute website
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Merrotsy, Peter (2008). "Acceleration". In Salkind, Neil J. (ed.).
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Fundamentals of Gifted Education: Considering Multiple Perspectives
1444:"Factors Related to the Identification of Minority Gifted Students"
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Academic Advocacy for Gifted Children: A Parent's Complete Guide
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is a four-year college designed exclusively for early entrants.
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1076:. North Central Regional Educational Laboratory. Archived from
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Early entrance programs take a number of forms. Some, like the
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programs and combined bachelor's-professional programs such as
1379:. The ERIC Clearinghouse on Disabilities and Gifted Education.
1309:
Re-forming Gifted Education: Matching the Program to the Child
18:
1495:
Frasier, Mary M.; Passow, A. Harry; Garcia, Jaime H. (1995).
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deal primarily with the United States and do not represent a
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Balchin, Tom; Hymer, Barry; Matthews, Dona J., eds. (2013).
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Colangelo, N., Assouline, S., & Gross, M. U. M. (2004).
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which may include a mock class to test emotional readiness.
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If the student has a sibling in the student's current grade
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The Routledge International Companion to Gifted Education
1781:, provided by the University of Iowa Belin-Blank Center.
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Wisconsin state policy specifically permits acceleration
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Minnesota state policy specifically permits acceleration
102:, which has offered an early entrance program since 1950
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Callahan, Carolyn M.; Hertberg-Davis, Holly L. (2012).
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Grouping and Acceleration Practices in Gifted Education
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Illinois state policy specifically permits acceleration
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requires a high degree of independence and motivation.
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Bernstein, B. O.; Lubinski, D.; Benbow, C. P. (2021).
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There are at least 18 forms of academic acceleration.
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Moving students through education faster than typical
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Ohio state policy specifically permits acceleration
409:In early admission to kindergarten, students enter
1712:Encyclopedia of Giftedness, Creativity, and Talent
1442:Forsbach, Terri; Pierce, Nicole (April 23, 1999).
1029:
671:The Acceleration Institute includes a section on
566:Subject-matter acceleration/partial acceleration
153:Academic acceleration contributes to meeting a
32:The examples and perspective in this article
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469:If the student does not want to skip a grade
335:Early graduation from high school or college
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1449:. American Education Research Association.
1377:"Mentor relationships and gifted learners"
593:especially pronounced for women students.
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946:The Handbook of Canadian Boarding Schools
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681:Developing Academic Acceleration Policies
70:Learn how and when to remove this message
1796:National Association for Gifted Children
850:
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780:Gross, Miraca; Van Vliet, Helen (2005).
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1561:Ford, Donna Y.; Webb, Karen S. (1994).
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1733:Encyclopedia of Educational Psychology
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1754:Acceleration for Gifted Learners, K-5
1510:Card, David; Giuliano, Laura (2016).
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456:is less than 120 (i.e. less than one
240:Fund for the Advancement of Education
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1670:International Handbook on Giftedness
1360:Smutny, Walker & Meckstroth 2006
1294:Smutny, Walker & Meckstroth 2006
1277:Smutny, Walker & Meckstroth 2006
1127:Smutny, Walker & Meckstroth 2006
1101:Reis, Sally M.; Renzulli, Joseph S.
1061:Smutny, Walker & Meckstroth 2006
1013:Smutny, Walker & Meckstroth 2006
1673:. Vol. 1. pp. 1085–1098.
1265:Callahan, Hertberg-Davis & 2012
597:Making decisions about acceleration
176:The 2015 follow-up to that report,
1499:. DIANE Publishing. pp. 1–32.
90:, the original multi-age classroom
14:
869:Journal of Educational Psychology
191:Journal of Educational Psychology
133:The influential 2004 U.S. report
1688:Gilman, Barbara Jackson (2008).
1462:The Journal of Special Education
904:Ertelt, Bonnie (3 August 2020).
741:. Shimer College. Archived from
23:
1336:Creating the Multiage Classroom
390:Early admission to kindergarten
379:Early Entrance Program at CSULA
294:Continuous Progress Mathematics
195:such concerns are "fruitless."
1567:The Journal of Negro Education
1184:. Bard College of Simon's Rock
622:Integrated Acceleration System
607:Acceleration Institute website
518:Students taking a test at the
1:
1736:. Vol. 1. pp. 4–7.
1413:10.1080/02783193.2014.919563
383:Bard College at Simon's Rock
242:and now administered by the
1241:Rethinking Gifted Education
1032:Educating Your Gifted Child
875:(4). APA PsycNet: 830–845.
739:"Early Entrance Admissions"
371:Advanced Academy of Georgia
46:, discuss the issue on the
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1474:10.1177/002246699803200102
798:10.1177/001698620504900205
676:relevant to acceleration.
649:Inequalities and critiques
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526:psychological well-being.
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145:differentiated instruction
1792:Tip Sheet on Acceleration
1306:Rogers, Karen B. (2002).
353:Early entrance to college
346:Early entrance to college
1625:Brody, Linda E. (2004).
984:10.1177/0016986215597749
943:Thomson, Ashley (1999).
931:A Nation Deceived, V. II
546:, leading to heightened
482:Extracurricular activity
475:Extracurricular programs
1529:10.1073/pnas.1605043113
1028:Caruana, Vicki (2002).
614:Iowa Acceleration Scale
220:accelerated JD programs
208:Acceleration in college
168:, and may even lead to
1779:Acceleration Institute
1709:Kerr, Barbara (2009).
1375:Berger, S. L. (1990).
1333:Stone, Sandra (2004).
972:Gifted Child Quarterly
933:, Chapter 1, pp. 5–12.
786:Gifted Child Quarterly
555:Telescoping curriculum
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499:Self-paced instruction
492:Self-paced instruction
405:Redshirting (academic)
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98:A discussion class at
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1074:"Continuous Progress"
910:Vanderbilt University
517:
509:Credit by examination
454:intelligence quotient
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303:Curriculum compacting
107:Academic acceleration
97:
85:
1182:"About Simon's Rock"
632:subject acceleration
550:in gifted students.
531:Multi-age classrooms
520:University of Vienna
399:A kindergarten class
88:one-room schoolhouse
52:create a new article
44:improve this article
1522:(48): 13678–13683.
1216:, pp. 137–138.
628:Above-level testing
538:Multi-age classroom
375:The Clarkson School
287:Continuous progress
1794:, provided by the
1279:, pp. 10, 82.
881:10.1037/edu0000500
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458:standard deviation
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361:students to enter
325:Distance education
234:Advanced Placement
227:Advanced Placement
178:A Nation Empowered
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1129:, pp. 82–83.
561:grade placement.
452:If the student's
318:Distance learning
268:community college
136:A Nation Deceived
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1339:. p. 250.
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