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3.3.4 Long-Term Effts of Grade Skipping: Spanning 70 Years
In 2012, adults born between 1917-1987 were asked about their experiences with grade-skipping. There were few problems concerning achievement, though a third of the children reported a lack of challenge again after skipping. Slightly more boys than girls had social problems. These problems could be addressed by being good at sports. A few more boys than girls profited socially from skipping. With very few exceptions, they went on to study at a university. 90% of the women and almost 80% of the men reported that they would skip again if circumstances were the same, a response reflecting the typically positive effects of acceleration.
Author(s):
Annette Heinbokel
IEuA@swbmail.de
Institut fuer Enrichment und Akzeleration
Germany
As a teacher, Annette Heinbokel has been an advocate of gifted education since the mid-70s. She has been a German delegate to the WCGTC since 1977 (with interruptions). She was the driving force behind the founding of the German Association for the Gifted Child (DGhK) in 1978 and has served on its executive committee twice. Her PhD on grade skipping influenced the change of law in her state and influenced the attitude towards acceleration in Germany. She has conducted several studies on grade skipping, the latest (Skipping a grade – or I would have become fipsy) being published in 2016.