Acceleration of Gifted Students

BRIEF

2003

Defining Acceleration

Strategies for differentiating instruction

for gifted students generally fall into

two categories:

enrichment

and

accelera­

tion

. Enrichment refers to the presenta­

tion of curriculum content with more

depth, breadth, complexity, or abstract­

ness than the general curriculum.

Acceleration refers to the practice of

presenting curriculum content earlier

or at a faster pace.

There are many different ways to

accelerate the curriculum. These op­

tions offer the flexibility needed to help

meet the individual needs of gifted

students:

•

acceleration in one or more subject

areas

•

grade skipping

•

Advanced Placement programs

•

college courses offered in high

school

•

early graduation from high school

•

early entrance into college. (Brody

and Benbow, 1987)

The choice of how to accelerate the

curriculum for a particular student

should be based on the individual

needs of that student.

Acceleration as a Program Decision

For many gifted students, acceleration

is fulfilling both academically and

socially. However, to be successful,

acceleration must be understood as a

program

decision, not a placement

decision. The curriculum must continue

to be challenging for the accelerated

student. In case studies of successfully

accelerated students, subject matter was

carefully planned and monitored, and it

addressed the students’ social and

emotional maturity as well as academic

achievement. (Gross, 1992)

Benefits of Acceleration

Research shows the following benefits

of acceleration:

•

When gifted students were acceler­

ated, there was an increase in their

academic achievement. (Kulik and

Kulik, 1984B; Vialle, 2001)

•

Accelerated students tended to

“outperform students of the same

age and ability who are not acceler­

ated.” (Kulik and Kulik, 1984B, p. 87)

•

Accelerated students achieved “as

well as equally gifted older students

in the higher grades.” (Kulik and

Kulik, 1984B, p. 87)

•

Accelerated gifted students report­

ed satisfaction emotionally and

academically when the curriculum

was challenging, provided them

with options, and allowed for their

input in the design and implemen­

tation. (Vialle, 2001)

•

When course instruction and con-

tent was tailored to the individual

gifted student’s ability, acceleration

was more fulfilling for the student.

(Vialle, 2001)

---

Effects of Acceleration on Social

and Emotional Development

Few studies have investigated how

acceleration affects the social and

emotional development of gifted

children. However, the studies that

have been published do

not

support

the common belief that acceleration

has negative effects on children’s

social or emotional development.

(Kulik and Kulik, 1984A; Southern,

Jones, and Fiscus, 1989)

•

Case studies of individual acceler­

ated children who had skipped at

least one grade reported that the

children were happier socially and

emotionally and reported greater

self-confidence and fulfillment

after their acceleration. These

students tended to socialize with

older students before they skipped

the grade(s). (Vialle, 2001)

•

A group survey of nonaccelerated

gifted students and gifted students

who had grade-skipped, graduated

early, or entered college early did not

reveal any harmful effects of acceler­

ation. There was no evidence of

negative social and emotional

adjustment as a result of accelera­

tion. (Brody & Benbow, 1987)

Practices that Help Make

Acceleration Successful

•

Schools must have clear procedures

and criteria for identifying students

for acceleration. (Vialle, 2001)

•

The classroom teacher should be

knowledgeable about the needs of

gifted students and must be sup­

portive of the student’s placement.

(Vialle, 2001)

•

Course content must be carefully

planned, differentiated, and moni­

tored to meet the student’s needs.

(Gross, 1992; Vialle, 2001)

References

Brody, L. E., & Benbow, C. P. (1987).

Accelerative strategies: How effective

are they for the gifted?

Gifted Child Quarterly, 31

, 105–109.

Gross, M. U. M. (1992). The use of

radical acceleration in cases of extreme

precocity.

Gifted Child Quarterly, 36

(2),

91-99.

Kulik, J. A., & Kulik, C. C. (1984A).

Effects of accelerated instruction on

students.

Review of Educational Research,

54

, 409–425.

Kulik, J. A., & Kulik, C. C. (1984B).

Synthesis of research on effects of accel­

erated instruction.

Educational Leadership,

42

, 84–89.

Kulik, J. A., & Kulik, C. C. (1992). Meta­

analytic findings on grouping programs.

Gifted Child Quarterly, 36,

73–77.

Southern, W. T., Jones, E. D., & Fiscus, E.

D. (1989). Practitioner objections to the

academic acceleration of young gifted

children.

Gifted Child Quarterly, 33

, 29–35.

Vialle, W., Ashton, T., & Carlton, G.

(2001). Acceleration: A coat of many

colors.

Roeper Review, 24

(1), 14–19.

For more information on services for

gifted students, contact:

Exceptional Student Education Program

Development and Services

Bureau of Instructional Support and

Community Services

325 W. Gaines, Room 601

Tallahassee, FL 32399-0400

850-488-1106

myfloridaeducation.com/commhome

311781

BRIEF

Florida

Department