Educational acceleration is one of the cornerstones of
exemplary gifted education practices, with more research
supporting this intervention than any other in the literature on
gifted individuals. The practice of educational acceleration has
long been used to match high level student general ability and
specific talent with optimal learning opportunities. The
purposes of acceleration as a practice with the gifted are 1) to
adjust the pace of instruction to the students’ capability in
order to develop a sound work ethic, 2) to provide an
appropriate level of challenge in order to avoid the boredom
from repetitious learning, and 3) to reduce the time period
necessary for students to complete traditional schooling.
Acceleration benefits many highly capable individuals by better
motivating them toward schooling, enhancing their involvement
with extracurricular activities, promoting more challenging
options in the middle school and high school years, and
preparing them to begin contributing to society at an earlier
age. While not as widely used as a practice with diverse gifted
learners, evidence suggests that it can be a successful strategy
with low income, minority, and students with learning problems
as well. Therefore, NAGC strongly endorses this practice as one
important avenue to address the needs of gifted learners.
Acceleration practices involve allowing a student to
move through traditional educational organizations more rapidly,
based on readiness and motivation. Research documents the
potential academic benefits and positive outcomes of all forms
of appropriately implemented acceleration strategies for
intellectually gifted and academically talented learners. These
research-based best practices include grade skipping,
telescoping, early entrance into kindergarten or college, credit
by examination, and acceleration in content areas through such
programs as Advanced Placement and International Baccalaureate
at the high school level. Instructional adaptations in the
classroom such as compacting, which allows for more economic use
of learning time in a specific subject, are also a desirable and
best practice for talented students.
Both group and individual decisions can be made in
respect to accelerative options. For example, both AP and IB
programs by virtue of their structure and content offer
college-level work. As long as students meet prerequisites and
accept the rigors of such programs, gifted and other learners
can and should take advantage of such group-oriented programs.
At an individual level, students may be tutored or engage in
online coursework at an accelerated level. Such options can be
more readily tailored for individual needs.
Talent search programs at selected universities provide
early assessment of advanced mathematical and verbal abilities
in students such that decisions on appropriate accelerative
options can be constructed inside and outside of schools. For
example, several acceleration opportunities can be accessed
through online coursework in specific content areas or offered
at university sites. Advanced Placement as an accelerative
option may be made available throughout the high school years or
earlier through independent study, tutorials, or special
classes.
Acceleration options should be available at each stage
of development in a child’s educational program from early
entrance to primary school up through early college entry in
order to even out the curriculum challenge. Parents may also
wish to seek out accelerative opportunities beyond the school
setting in order to accommodate an individual student need that
cannot be met in traditional school settings.
Yet acceleration decisions should be made thoughtfully
with the needs of the whole child in mind. In decision-making
about the appropriateness of a particular form of acceleration
and the extent of acceleration for a given child at a given
time, educators and parents should consider the child’s
intellectual and academic profile, socio-emotional and physical
development, and preferences and dispositions of the child
relative to the decision since acceleration may not always be
the appropriate option for every gifted child. Factors that
enhance the success of acceleration practices include 1)
positive attitudes of teachers, 2) timelines related to the
decision, 3) parental support, and 4) careful monitoring of the
implementation.
Highly able students with capability and motivation to
succeed in placements beyond traditional age/grade parameters
should be provided the opportunity to enroll in appropriate
classes and educational settings. The National Association for
Gifted Children program standards provide some guidance for
using accelerative practices on a routine basis at all stages of
development.
Acceleration policies in schools should ensure that
opportunities such as the ones described here are available
provisions in all gifted programs for individuals and groups of
learners ready to advance beyond the standard curriculum at any
age and in any area of learning.
Approved 9-27-04
Selected References
Benbow, C. P., & Lubinski, D. (1996). Intellectual Talent.
Baltimore: Johns Hopkins Press.
This book chronicles landmark research on gifted
individuals and the use of acceleration in their development.
Based on the work of many researchers in the field, the volume
explicates our understanding of the effectiveness of
acceleration techniques with such students, the efficacy of
accelerative programs and services for them, and views on the
interplay of intelligence and productivity.
Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004). A
nation deceived: How schools hold back America’s Students: The
Templeton National Report on Acceleration. Iowa City, IA:
Belin-Blank Center. (Volumes 1 and 2).
In Volume 1, this report issues a wake-up call to
America’s schools on the need to provide accelerative options at
every stage of development for gifted learners, using research
evidence coupled with student vignettes of successful
acceleration. The report argues convincingly for action on this
key programming feature. In Volume 2 the argument for
acceleration is further buttressed by actual data presented by
researchers demonstrating its positive effects on the learning
patterns of gifted students.
Gross, M. U. M. (2004). Exceptionally Gifted Children,
London: Routledge.
This second edition of a longitudinal study highlights
ongoing insights into the lives of highly gifted children in
Australia, their families and their schools. It provides
important findings into the social, emotional and academic needs
of these children as they mature.
Rogers, K. (2003). Reforming gifted education: How parents
and teachers can match the program to the child,
Scottsdale, AZ: Great Potential Press Inc.
This comprehensive text on program development provides
meta-analyses on the issue of acceleration, coupled with sound
practical strategies for employing it in schools.
Southern, T. & Jones, E. (Eds.) (1991). The academic
acceleration of gifted children, New York, NY: Teachers’
College Press.
This edited volume provides a strong overview of diverse
perspectives and views on acceleration in various modes and at
various stages of development. It represents a compendia of
important ideas for practitioners.
Swiatek, M.A., & Benbow, C. P. (1991). Ten-year longitudinal
follow-up of ability-matched accelerated and unaccelerated
gifted students. Journal of Educational Psychology, 83,
528-538.
This research article reports on the long term benefits
of acceleration in a rigorously controlled study. Based on the
Study for Mathematically Precocious Youth (SMPY) findings, the
authors highlight the positive outcomes found for accelerated
learners.
VanTassel-Baska, J. (2004). The acceleration of gifted
students’ programs and curricula. In Karnes, F. A. &
Stephens, K. R. (eds.) fastback series, Waco, TX: Prufrock
Press.
This practical guide provides administrators and
teachers with ideas, strategies, and assessment protocols for
using various techniques of acceleration in school, including
the diagnostic prescriptive approach, compacting, testing out of
curriculum standards, and selection of advanced materials.