ERIC Number: ED406764
Record Type: RIE
Publication Date: 1994-Apr
Acceleration: Does It Happen More Frequently for Gifted Students in Private or Public Schools?
Witham, Joan H.
As part of a larger study on differences between public and private schools in the education of gifted students, this study examined use of acceleration as an educational approach. The paper notes that although the weight of research evidence strongly supports the position that acceleration is a highly effective intervention technique with intellectually gifted students, many educators have negative attitudes toward this approach. This study examined programs in 23 private and public schools that serve gifted students. Directors and teachers were surveyed, school documents were analyzed, and classrooms were observed to see the extent that acceleration was used. Questions were asked on early entrance, skipping grades, use of texts and materials beyond grade level, different content, and faster-paced classes. Results suggest that the private schools had more flexibility to set standards on acceleration. However, the overall frequency concerning acceleration of skipping classes (25.9 percent) and starting school earlier (43.5 percent) reported by both public and private schools was quite low. Accelerated texts and materials were found much more frequently than skipping grades or early entrance (public, 76.1 percent; private, 76.9 percent). Teachers in both types of schools strongly (92 percent) believed they offered a fast-paced classroom to gifted children. (DB)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1994).