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Frequently Asked Frequently Asked Questions about Questions about
Academic Academic AccelerationAcceleration
Frequently Asked Frequently Asked Questions about Questions about
Academic Academic AccelerationAcceleration
Mary Ann Swiatek, Ph.D.Mary Ann Swiatek, Ph.D.PA Licensed PsychologistPA Licensed Psychologist
[email protected]@rcn.com
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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
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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
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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
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What methods of acceleration are
available?
• Extracurricular programs• Mentorships
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What Works for Whom?Pyramid of Educational Options
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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)
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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
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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)
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Will acceleration hurt students’ self-concept?
•Global self-concept•Academic self-concept•Social self-concept
•New study: Hoogeveen, vanHell, & Verhoeven (2009)
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Will recognition of academic ability cause accelerated
students to become conceited?
•No evidence of conceit•Consistent with
predictions of social comparison theory
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Will accelerated students suffer due to missed social
experiences?
•High levels of satisfaction with acceleration
•Missed experiences are regarded as “worth it”
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In retrospect, are accelerated students happy with their
decision?
•Positive effects on personal development are reported
•Accelerates do not later regret their decision
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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)
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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
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What should be considered in deciding whether to accelerate a particular
student?
– Developmental factors- Age- Physical size- Motor coordination
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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
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What should be considered in deciding whether to
accelerate a particular student?
•Attitude and support of:– Student– Parent– School system
•Prior Planning
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What resources can help with decisions about acceleration?
•Research studies•A Nation Deceived•The Iowa Acceleration
Scale (IAS)