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When we talk about acceleration, I think it's worth referring to the National Association for Gifted Children (NAGC), who have spent decades advocating for acceleration, and have refined some thoughts on it.
Highlights from Developing Academic Acceleration Policies: "Some students will be served best by enrichment, some by acceleration, and some by a mix of the two...the policy should complement existing...programming and services"
"two broad categories of acceleration are grade-based and content-based...categories of acceleration have specific types, or ways of varying the level, pace, and complexity of the curriculum"
"Content-based acceleration includes a variety of strategies. These strategies provide students with advanced content, skills, or understandings [off]...the expected age or grade level"
Single-subject acceleration examples:
One student: 3rd gr S off grade level in reading & math goes to a 4th gr class every morning for instruction in these subjects & returns to the 3rd gr class for instruction in other subject areas
One student: 3rd gr S off grade level in reading & math goes to a 4th gr class every morning for instruction in these subjects & returns to the 3rd gr class for instruction in other subject areas
Moving Students: A group of Ss off grade level in math is transported to another building every morning for a math class. Ss are transported back to the original building for instruction with classmates for the remainder of the day.
Moving Teachers: A T travels to another school to provide instruction to a group of Ss who perform off grade level in math. Ss remain with their class for the remainder of the day, and the T returns to their building.
"Online classes: A sixth grade student takes an online course and works on a computer at the same time as the other sixth graders are in class."
"Non-school learning: A ninth grader takes an out-of-school course such as a summer language immersion course or one of the university-based programs and receives school credit for a high school course"
Other options:
Curriculum compacting: Ts decide the expected goals of the unit & assess Ss to determine who has already mastered most of the specified learning outcomes. Ts then provide other instruction to Ss who know the material, which enables a better use of the Ss' time
Curriculum compacting: Ts decide the expected goals of the unit & assess Ss to determine who has already mastered most of the specified learning outcomes. Ts then provide other instruction to Ss who know the material, which enables a better use of the Ss' time
"Concurrent or dual enrollment: The school system allows Ss to enroll in other coursework when proficiency at grade level has been demonstrated." Ss can also dual enroll for non-sequential classes: two history classes, for ex
"Credit by examination or prior experience: A student’s instruction entails reduced amounts of introductory activities, drill, and practice, based on pre-assessment of the student’s mastery of the intended curricular standards."
Other principles:
"The policy is characterized by accessibility, equity, and openness.
All student populations are served.
Student evaluation is fair, objective, and systematic.
Parents and guardians are allowed open communication about the policy and procedures"
"The policy is characterized by accessibility, equity, and openness.
All student populations are served.
Student evaluation is fair, objective, and systematic.
Parents and guardians are allowed open communication about the policy and procedures"
"The policy specifies a comprehensive data informed student evaluation plan that uses multiple valid and reliable instruments for the purpose intended to assess cognitive, social-emotional, and developmental domains."
"An appeals process should be specified for decisions made at any step during the process.
The acceleration policy should be regularly evaluated on its effectiveness."
The acceleration policy should be regularly evaluated on its effectiveness."
NB: "Longitudinal studies of 20 years or more
indicate that accelerated students attend more
prestigious colleges, earn more advanced
degrees, produce more patents and academic
publications, and earn higher incomes than
equally able, non-accelerated students"
indicate that accelerated students attend more
prestigious colleges, earn more advanced
degrees, produce more patents and academic
publications, and earn higher incomes than
equally able, non-accelerated students"
"we tend to hesitate to permit...Ss to accelerate because of the fear of negative social or emotional effects...the research in this area is less straightforward than the findings for the academic benefits of acceleration, the social and psychological effects are very small"
They've even got a handy checklist!
https://www.nagc.org/sites/default/files/key%20reports/Developing%20Academic%20%20%20Acceleration_10-23-18.pdf
https://www.nagc.org/sites/default/files/key%20reports/Developing%20Academic%20%20%20Acceleration_10-23-18.pdf
