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

swiatek@rcn.comswiatek@rcn.com

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

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

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

What methods of acceleration are

available?

• Extracurricular programs• Mentorships

What Works for Whom?Pyramid of Educational Options

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)

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

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)

Will acceleration hurt students’ self-concept?

•Global self-concept•Academic self-concept•Social self-concept

•New study: Hoogeveen, vanHell, & Verhoeven (2009)

Will recognition of academic ability cause accelerated

students to become conceited?

•No evidence of conceit•Consistent with

predictions of social comparison theory

Will accelerated students suffer due to missed social

experiences?

•High levels of satisfaction with acceleration

•Missed experiences are regarded as “worth it”

In retrospect, are accelerated students happy with their

decision?

•Positive effects on personal development are reported

•Accelerates do not later regret their decision

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)

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

What should be considered in deciding whether to accelerate a particular

student?

– Developmental factors- Age- Physical size- Motor coordination

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

What should be considered in deciding whether to

accelerate a particular student?

•Attitude and support of:– Student– Parent– School system

•Prior Planning

What resources can help with decisions about acceleration?

•Research studies•A Nation Deceived•The Iowa Acceleration

Scale (IAS)