Acceleration of Gifted Children

What types of acceleration are there?

Whole-grade acceleration (commonly referred to as grade-skipping) is just one of 18 forms of acceleration. Other forms of acceleration include:

• early admission to kindergarten*
• early admission to first grade
• grade-skipping*
• continuous progress
• self-paced instruction
• subject-matter acceleration/partial acceleration*
• combined classes
• curriculum compacting*
• telescoping curriculum*
• mentoring
• extracurricular programs
• correspondence courses*
• early graduation
• concurrent/dual enrollment*
• advanced placement*
• credit by examination
• acceleration in college
• early entrance into middle school, high school or college

* A common form of acceleration (Colangelo et al., 2004)

How can schools determine whether whole-grade acceleration is appropriate?

Minnesota schools determine policies and procedures for the evaluation of students for acceleration. Best practice suggests using the consideration of test scores, teacher observation, evaluation by a school psychologist and input from the parents and student. A common tool used to gather information to evaluate and consider student acceleration is the Iowa Acceleration Scale (IAS).

Won't skipping all or part of a grade cause the student's achievement test scores and grades to drop?

In most cases, students accelerated based on the recommendation of a research-based evaluation process will perform well on state achievement tests. Most students recommended for acceleration perform well above grade level prior to their accelerated placement. Research on acceleration indicates that students properly accelerated are capable of quickly catching up to their academic-level peers and that any gaps in knowledge quickly disappear. Using assessments to identify any significant knowledge gaps prior to the accelerated placement, and building into the acceleration transition plan specific action steps to address any gaps identified, can help ensure success.

Is grade-skipping socially damaging to students?

Gifted/advanced students selected for accelerated placement through a research-based process are unlikely to suffer negative social consequences. Studies show that they participate in school activities and view themselves positively. Their self-esteem often increases as they find friends and social acceptance in the new class. Advanced learners often feel more comfortable with their academic-level peers as opposed to their age-level peers.

What should parents do if they think their child should be considered for acceleration?

Begin by discussing your concerns with your child. If your child is interested and open to the idea, contact your child's teacher or advisor to schedule a conference. Be prepared to discuss your concerns and provide specific information as to why you believe the level and complexity of your child's instruction should be modified.

What can school administrators do to support accelerated students?

• Help teachers align schedules to allow students to attend class at the most appropriate grade level, based on instructional needs.
• Provide ongoing staff development opportunities so that staff understands the unique instructional and affective needs of gifted learners.
• Help facilitate communication among classroom teachers, gifted education specialists, guidance counselors, parents and others so that students receive the support they need to reach their potential.
• Reserve judgment as to the success or failure of an acceleration during the adjustment period.
• Create a school climate that recognizes and encourages high expectations and continuous growth for all students.

What can teachers do to support acceleration?

• Recognize gifted children by using formal measures (tests) and informal observations.
• Provide new challenges in and out of the classroom.
• Inform parents about acceleration options throughout the child's academic career.
• Minimize teaching students what they already know.
• Make school a positive experience for all students-including the brightest. (Colangelo et al., 2004)
• Reserve judgment as to the success or failure of an acceleration during the adjustment period.

What can parents do to support their child's acceleration?

• Maintain open communication with your child and your child's teachers.
• Be aware that your child may be concerned about his or her ability to meet higher expectations and new challenges.
• Understand that acceleration may pose new challenges socially and academically. Reserve judgment as to the success or failure of an acceleration during the adjustment period.
• Be prepared to offer extra support and encouragement, as needed.

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