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Colangelo, N., Gross, M. U. M., & Assouline, S. G. (2004). A nation deceived: How schools hold back America's brightest students (Vol. 1). The University of Iowa.

Dlugosz, M. (2015, March 17). Types of Acceleration. Davidson Institute. Retrieved July 31, 2022, from https://www.davidsongifted.org/gifted-blog/types-of-acceleration/

Plucker, J., Makel, M., Rambo-Hernandez, K., Matthews, M., & Peters, S. (2016, September 19). Stop wasting money teaching millions of students content they already know. The Thomas B. Fordham Institute.  Retrieved July 31, 2022, from https://fordhaminstitute.org/ohio/commentary/stop-wasting-money-teaching-millions-students-content-they-already-know

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Gifted students entering college early experience both short-term and long-term academic success!
(Colangelo, 2004)

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Gifted students, when forced to follow the pace of their non-gifted peers, can become bored and unhappy!
(Colangelo, 2004)

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Acceleration can be a relatively cost-free intervention!
(Colangelo, 2004)

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Acceleration is the most effective curriculum intervention for gifted children!
(Colangelo, 2004)

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There are many benefits to implementing accelerated learning!

(Colangelo, 2004)

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Why should we care about accelerated learning?

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Why should we care about accelerated learning?

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According to the Fordham Institute, the US likely wastes tens of billions each year on teaching students material that they already know! Due to the federal and state level focus of bringing students to grade-level proficiency, rather than on allowing students to reach their own potential, many students are left learning material that they already know! If you do not want to contribute to the wasting of funding and potential, then understanding and implementing accelerated learning should be a top priority!

(Fordham Institute, 2016)

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Curriculum compacting and telescoping curriculum

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Curriculum compacting and telescoping curriculum

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To help keep gifted students engaged, curriculum can be modified in two ways through reducing the time spent on the standard materials: the saved time is used for 1) more advanced topics or 2) to move ahead with the next set of curriculum. The first option may not always result in advanced grade placement, but the second option does!
(Davidson Institute, 2015)

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Continuous progress and self-paced learning

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Continuous progress and self-paced learning

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Whereas most students are given material at the same pace, some students may be given material at an accelerated pace in order to keep them continuously engaged and allow for continuous learning! A similar yet distinct option is self-paced learning, where the student has control over the pacing!
(Davidson Institute, 2015)

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Grade skipping and subject-matter acceleration

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Grade skipping and subject-matter acceleration

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Occasionally, a student may be allowed to skip an entire grade level. Depending on the situation, it could be for a specific subject, such as math, or for partial/all subjects!
(Davidson Institute, 2015)

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Some school systems will allow for early admission into kindergarten and/or first grade, allowing students to join earlier than the typical minimum age requirement would allow for!
(Davidson Institute, 2015)

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There are many types of acceleration for gifted students!
(Davidson Institute, 2015)