ERIC Number: ED367120
Record Type: Non-Journal
Publication Date: 1993-Dec
Reference Count: N/A
School Acceleration: What Does the Research Say?
Brown, Robert S.
Scope, v8 n2 Dec 1993
This theme issue on acceleration of gifted students offers an Ontario (Canada) perspective on early entrance to school and grade-skipping. It begins with a history of acceleration programs and then outlines their current status, with less than 40 percent of school boards with gifted programs using some form of acceleration. It goes on to analyze acceleration's effectiveness; outline reservations of educators; examine research on social and emotional effects of acceleration; and review identification of candidates for acceleration. Guidelines on how and when acceleration should be used are presented, pointing out that a comprehensive assessment must include noncognitive factors, that acceleration of cohorts of children can help avoid social difficulties, that the system's readiness to support the child must be assessed, and that the possible consequences of not accelerating the child should be considered. A concluding section revisits the definition of acceleration, concluding that it is not simply a controversial theory but a recognition of the needs and skills of individual students. (Contains 24 references.) (JDD)
Descriptors: Ability Identification, Academically Gifted, Acceleration (Education), Age Grade Placement, Early Admission, Educational Methods, Elementary Secondary Education, Emotional Adjustment, Foreign Countries, Instructional Effectiveness, Program Effectiveness, Social Adjustment, Student Adjustment, Student Promotion
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Authoring Institution: Toronto Board of Education (Ontario). Research Dept.
Identifiers - Location: Canada