1. Myths, Misconceptions, and FAQ about Academic Acceleration
Mary Ann Swiatek, Ph.D.
PA Licensed Psychologist

2. What’s the difference between acceleration and enrichment?
Adding breadth
Adding depth
Acceleration
Increasing pace
Skipping material that is already known
Acceleration and enrichment

3. 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

4. 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

5. What methods of acceleration are available?
Extracurricular programs
Mentorships

6. What Works for Whom? Pyramid of Educational Options

7. 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)

8. 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

9. 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)

10. Will acceleration hurt students’ self-concept?
Global self-concept
Academic self-concept
Social self-concept
New study: Hoogeveen, van Hell, & Verhoeven (2009)

11. Will accelerated students suffer due to missed social experiences?
High levels of satisfaction with acceleration
Missed experiences are regarded as “worth it”

12. What about gifted minority students?
Recent qualitative study:
Students responded favorably to math acceleration, even if they had to repeat the class
Appreciated the challenge
Believed acceleration would help college applications
Improved confidence/self-image

13. What about gifted minority students?
Feeling ready was related to success
Note: Participants were part of an ongoing program

14. In retrospect, are accelerated students happy with their decision?
Positive effects on personal development are reported
Accelerates do not later regret their decision

15. What should be considered in deciding whether to accelerate a particular student?
Recent study of predictors of success in summer accelerated math course:
GPA was strongest predictor
SES
Mathematics Diagnostic Test score

16. Critical issues for grade skipping
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)

17. 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

18. What should be considered in deciding whether to accelerate a particular student?
Developmental factors
- Age
- Physical size
Motor coordination

19. 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

20. Attitude and support of:
What should be considered in deciding whether to accelerate a particular student?
Attitude and support of:
Student
Parent
School system
Prior Planning

21. What resources can help with decisions about acceleration?
Research studies
A Nation Deceived
The Iowa Acceleration Scale (IAS)
Policy guidelines: