Symposium Proceedings »
S5.8.2 Acceleration: An Effective Option for the Development of Talents
In spite of extensive research supporting the implementation of acceleration (Hattie, 2015) schools do not use it routinely; many educators approach the concept of acceleration with grave concerns. The uncertainty often revolves around potentially deleterious social-emotional impacts of acceleration on students and possible gaps in foundational knowledge of content areas. Professionals hesitate to use options for this educational adaptation due to a lack of familiarity with the research, assuming that doing nothing is better than taking a “risk” to accelerate a student and expressing concerns about pushing children. Presenters share current acceleration research and resources.
A Nation Empowered, updating the watershed work A Nation Deceived (2004), was released in 2015. It synthesizes important research about the best-researched, yet most under-utilized educational option for gifted students, academic acceleration. Acceleration in its many and varied forms has a robust history of research support and positive outcomes as a programmatic option for gifted and talented youth; nevertheless, throughout the United States, as well as in other nations, “teachers, policymakers, and parents of gifted children seem to be reluctant to accelerate their students. This means that there are many students who are excluded from an educational adaptation that could improve their academic, social, and emotional outcomes” (Hoogeveen, 2015). Making decisions about students entering kindergarten early, skipping a grade, or advancing in a specific subject area can be difficult, and a poor recommendation can be hard to reverse. Without opportunities to review both research and successful acceleration policies and practices in other schools, states, or countries, professionals may default to anecdotal or erroneous perspectives. Presenters will review 20 different forms of acceleration and the research related to their significant benefits, in terms of academic growth, social adjustments, and psychological development, for students. As well, presenters will recommend resources for making well-informed decisions and/or developing policies and for providing professional development experiences that enhance educators’ expertise with both knowledge and skills related to acceleration.