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FIND39.TXT
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1986-03-13
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ACCELERATION
RESEARCH FINDING:
Advancing gifted students at a faster pace results in their
achieving more than similarly gifted students who are taught at a
normal rate.
COMMENT:
Advocates of accelerating the education of gifted and talented
students believe that this practice furnishes the extra challenge
these students need to realize their full potential. Critics
believe acceleration may result in emotional and social stress if
a child is unable to get along with older students. Some, con-
cerned about those who remain behind, characterize acceleration
as unfair or undemocratic.
Research evidence generally supports acceleration. When abler
students are moved ahead in school, they typically learn more in
less time than students of the same age and ability who are
taught at the conventional rate. Accelerated students score a
full grade level or more higher on achievement tests than their
conventionally placed schoolmates. Some may score several years
ahead of their schoolmates.
Acceleration does not damage students' attitudes about school
subjects. Nor do accelerated students necessarily become drudges
or bookworms; they ordinarily continue to participate in extra-
curricular activities. Such students often become more sure
about their occupational goals. Accelerated students perform as
well as talented but older students in the same grade. Despite
being younger, accelerated students are able to capitalize on
their abilities and achieve beyond the level available to them
had they remained in the lower grade.
Cohn, S. J., George, W. C., and Stanley, J. C. (Eds). (l979).
"Educational Acceleration of Intellectually Talented Youths:
Prolonged Discussion by a Varied Group of Professionals." In W.
C. George, S. J. Cohn, and J. E. Stanley (Eds.), Educating the
Gifted: Acceleration and Enrichment, (pp. l83-238). Baltimore:
Johns Hopkins University Press.
Getzels, J. W., and Dillon, J. T. (l973). "The Nature of Gifted-
ness and the Education of the Gifted." In R. M. W. Travers
(Ed.), Second Handbook of Research on Teaching, (pp. 689-73l).
Chicago: Rand McNally.
Goldberg, M. (l958). "Recent Research on the Talented."
Teachers' College Record, Vol. 60, No. 3, pp. l50-l63.
Gowan, J., and Demos, G. D. (l964). The Education and Guidance
of the Ablest. Springfield, IL: Charles C. Thomas.
Kulik, J. A., and Kulik, C. C. (l984). "Synthesis of Research on
Effects of Accelerated Instruction." Educational Leadership,
Vol. 42, No. 2, pp. 84-89.