ACCELERATION OF PUPILS AND SUBJECTS IS CONSIDERED A MEANS OF EDUCATING THE ACADEMICALLY GIFTED STUDENT. FIVE INTRODUCTORY ARTICLES PROVIDE A FRAMEWORK FOR THINKING ABOUT ACCELERATION. FIVE PROJECT REPORTS OF ACCELERATED PROGRAMS IN OHIO ARE INCLUDED. ACCELERATION IS NOW BEING REGARDED MORE FAVORABLY THAN FORMERLY, BECAUSE METHODS HAVE BEEN DEVELOPED THAT ARE LESS LIKELY TO CAUSE SOCIAL AND EMOTIONAL MALADJUSTMENT THAN GRADE-SKIPPING. A COMPARISON OF ACCELERATION AND ENRICHMENT REVEALS THAT THESE TWO PROGRAMS ARE NEITHER OPPOSITES NOR SEPARATE CONCEPTS. BOTH SEEK FULLER DEVELOPMENT OF INDIVIDUAL POTENTIAL THROUGH KNOWLEGEABLE TEACHING AND QUALITY LEARNING. AREAS DISCUSSED ARE--ACCELERATED ARITHMETIC, ADVANCED PLACEMENT ENGLISH, ACCELERATED MATHEMATICS, ADVANCED PLACEMENT CHEMISTRY UTILIZING TV LECTURES, AND THE ADVANCED PLACEMENT PROGRAM ON THE COLLEGE ENTRANCE EXAMINATION BOARD. EACH ARTICLE DESCRIBES A SEPARATE PROGRAM FOR GIFTED STUDENTS IN DIFFERENT SUBJECT AREAS AND ON DIFFERENT GRADE LEVELS. THE OVERALL CONCLUSION REACHED IS THAT ACCELERATION IS NO LONGER A DEBATABLE QUESTION BUT AN EDUCATIONAL ACTUALITY.