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There is a process we use for grade-level and subject acceleration.

Once someone identifies a student for possible grade acceleration, a committee meets to examine some preliminary data.  The committee then determines how to move forward.

If the committee determines that they are going to move forward with the grade acceleration process, testing occurs and more data is collected.  The committee then meets to review the data and makes a recommendation.  The recommendation is sent to the deputy superintendent for review, and parents/guardians are then notified of the decision.

If the parent disagrees with the decision, they can appeal to the deputy superintendent.

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Studies Show the Benefits of Full-Grade Acceleration

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Studies Show the Benefits of Full-Grade Acceleration

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The average annual income difference of accelerated and non-accelerated individuals is about 5%.

Accelerated males have an income advantage over non-accelerated males, but females showed no difference.

These studies show that the benefits of full-grade acceleration can last well beyond childhood and into adulthood.

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A large percentage of students (between 15-45%) perform above grade level.  In California, for example, this ends up being 1.4 million students!

Based on MAP data, 8-10% of fourth graders are performing at an eighth grade level in reading.  2-5% of fourth graders are doing so in math.

One out of every ten fifth graders performs at the high school level in reading.  One out of every 40 are performing at that level in math.

In Wisconsin, somewhere between 278,000 and 330,000 students are performing above grade level.

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Early Admission to Kindergarten: students enter kindergarten prior to the age-entry date.

Early Admission to First Grade: students begin their first year of school in first grade, rather than kindergarten.

Grade Skipping or Grade Acceleration: students are placed a grade ahead of their same-age peers.  I went through this process this year with a student.

Continuous progress: students are given new content as other learning is mastered, no matter where the rest of the class is.

Self-paced instruction: student has complete control of the pacing of their learning.

Subject acceleration: students go to classes with older peers for specific subjects.

Combined classes: students in multiple grades are taught in the same classroom.

Curriculum compacting: when curriculum involves less repetition and less introductory activities.  In my district, we use this at the middle school level.

Telescoping curriculum: completing curriculum in less time than it should be.

Mentoring: students are paired up with mentors who provide advance instruction.  Think of this as "gifted tutoring."

Extracurricular programs: students are enrolled in extra programs that provide advanced instruction. I am doing this at my school this year with a journalism club.

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Stop wasting money teaching millions of students content they already know. The Thomas B. Fordham Institute. (2016, September 19). Retrieved April 4, 2022, from https://fordhaminstitute.org/ohio/commentary/stop-wasting-money-teaching-millions-students-content-they-already-know

The Templeton National Report on Acceleration. (n.d.). Acceleration Institute: A Nation Deceived. http://www.accelerationinstitute.org/Nation_Deceived/ND_v1.pdf. Retrieved April 4, 2022, from http://www.accelerationinstitute.org/Nation_Deceived/International/ND_v1_zh.pdf

Types of acceleration. Davidson Institute. (2021, May 6).         Retrieved April 4, 2022, from https://www.davidsongifted.org/gifted-blog/types-of-acceleration/

Warne, R. T. (2017, July 31). Recent studies look at the potential benefits of full-grade acceleration. Recent studies look at the potential benefits of full-grade acceleration | National Association for Gifted Children. Retrieved April 4, 2022, from http://www.nagc.org/blog/recent-studies-look-potential-benefits-full-grade-acceleration

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Acceleration is the most effective curriculum intervention for gifted children. It has long-term beneficial effects, both academically and socially.

Gifted children tend to be socially and emotionally more mature than their age-mates. For many bright students, acceleration provides a better personal maturity match with classmates.

When bright students are presented with curriculum developed for age-peers, they can become bored and unhappy and get turned off from learning.

Testing, especially above-level testing (using tests developed for older students), is highly effective in identifying students who would benefit from acceleration.  The Iowa Acceleration Scale is a proven, effective instrument for helping schools make decisions about whole-grade acceleration.

The 18 types of acceleration available to bright students fall into two broad categories: grade-based acceleration, which shortens the number of years a student spends in the K–12 system and subject-based acceleration, which allows for advanced content earlier than customary.  Radical acceleration (acceleration by two or more years) is effective academically and socially for highly gifted students.

Many educators have been largely negative about the practice of acceleration, despite abundant research evidence for its success and viability.  To encourage a major change in America’s perceptions of educational acceleration, we will need to use all the engines of change: legislation, the courts, administrative rules, and professional initiatives.

It is important for parents to be fully involved in the decision-making process about their child’s acceleration.

(Source: A Nation Deceived)