Frequently Asked Questions about Academic Acceleration

1. Frequently Asked Questions about Academic Acceleration Mary Ann Swiatek, Ph.D. PA Licensed Psychologist swiatek@rcn.com

2. What’s the difference between acceleration and enrichment? • Enrichment • Adding breadth • Adding depth • Acceleration • Increasing pace • Skipping material that is already known • Acceleration and enrichment

3. What methods of acceleration are available? • Whole-grade acceleration • Early entrance to kindergarten or first grade • Early entrance to junior high, high school, or college • Grade skipping

4. What methods of acceleration are available? • Subject-matter acceleration • Self-paced instruction • Combined classes • Curriculum telescoping • Concurrent enrollment • Advanced placement • Credit by examination • Distance-learning courses

5. What methods of acceleration are available? • Extracurricular programs • Mentorships

6. What Works for Whom?Pyramid of Educational Options

7. Will accelerated students have gaps in their knowledge? • Diagnostic testing  prescriptive instruction • Test scores equal those of gifted new classmates • Strong performance at advanced levels of study suggests that there are no gaps • Grades may not be top in class(although often they are)

8. Will accelerated students “burn out” on academics? • Most accelerated students attend college • Many accelerates earn advanced degrees • Math/science accelerates continue to express positive attitudes toward math and science

9. Will accelerated students be able to make friends? • Extremely gifted students often are better accepted by older students • Gifted children often choose older friends • Social status more negative for accelerants in one study in the Netherlands (Hoogeveen, van Hell, & Verhoeven, 2009)

10. Will acceleration hurt students’ self-concept? • Global self-concept • Academic self-concept • Social self-concept • New study: Hoogeveen, van Hell, & Verhoeven (2009)

11. Will recognition of academic ability cause accelerated students to become conceited? • No evidence of conceit • Consistent with predictions of social comparison theory

12. Will accelerated students suffer due to missed social experiences? • High levels of satisfaction with acceleration • Missed experiences are regarded as “worth it”

13. In retrospect, are accelerated students happy with their decision? • Positive effects on personal development are reported • Accelerates do not later regret their decision

14. What should be considered in deciding whether to accelerate a particular student? • Critical issues for grade skipping • Attitude of student • Level of ability (IQ) • Grade level of sibling(s)

15. What should be considered in deciding whether to accelerate a particular student? • Other considerations • School history (including grades) • Ability and achievement test results • Professional evaluation results

16. What should be considered in deciding whether to accelerate a particular student? • Developmental factors - Age - Physical size • Motor coordination

17. What should be considered in deciding whether to accelerate a particular student? • Interpersonal factors • Emotional development • Behavior • Relationship with peers • Relationship with teachers • Participation in non-school extracurricular activities

18. What should be considered in deciding whether to accelerate a particular student? • Attitude and support of: • Student • Parent • School system • Prior Planning

19. What resources can help with decisions about acceleration? • Research studies • A Nation Deceived • The Iowa Acceleration Scale (IAS)