Should Gifted Students Be Grade-Advanced?
ERIC Identifier: ED370295
Publication Date: 1994-06-00
Author: Lynch, Sharon J.
Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA.
Intellectually gifted and academically talented students are able to learn material rapidly
and understand concepts deeply. Keeping them challenged and learning to their
capacity can require changes in their regular school programs. Education programs for
children identified as gifted and talented take many forms: pull-out programs offering
educational enrichment, honors classes, afterschool and summer programs featuring
special course work, and mentor programs in which children are matched with
professionals in the community for special learning experiences.
Sometimes, gifted youngsters may be so advanced in knowledge and so clearly
operating at an intellectual level beyond that of their same-age peers that educational
acceleration is a realistic and desirable alternative to normal grade-level work.
Educational acceleration is often perceived simply as placing a child one or more
grades ahead with older children. For instance, a child who has completed the fourth
grade may be double-promoted to the sixth, skipping fifth grade entirely. Sometimes, if
children are especially talented in one subject area (most often mathematics, science,
or English), they may be allowed to take advanced courses with older students in that
subject while remaining in their own grade for other subjects. Another alternative is to
have gifted children tutored and advanced in given subjects, either individually or in
small groups of children with similar talents. For instance, a group of high school
students might meet for advanced mathematics classes twice a week with a professor
from a local university.
These arrangements are all appropriate for children who are intellectually and
academically capable of learning at a faster pace and in greater depth than their
same-age peers, and who are motivated to do so. Insisting that gifted and talented
students remain with their age-mates at all costs may exact too high a cost from them. It
may result in boredom and daydreaming, poor study habits, behavior problems, or
school avoidance. But the decision to allow a child to accelerate educationally is one
that must be made for each child, taking into account his or her intellectual and
emotional needs and the services the school can provide.
IS EDUCATIONAL ACCELERATION HARMFUL TO THE CHILD ACADEMICALLY?
The majority of studies have shown that children who have been educationally
accelerated do not suffer academically. Their grades are higher than those of their
peers who chose not to accelerate, and they compare favorably with those of older
students in their classes. Accelerated students also report heightened interest in and
enthusiasm for school.
BUT WON'T THERE BE GAPS IN THE CHILD'S KNOWLEDGE?
If children skip one or more grades, they may occasionally encounter unfamiliar material
from the skipped grade. Therefore, arrangements should be made to allow the children
to cover any such material without penalty as it is encountered. Because there is
repetition in normal curricula, gaps occur less often than one might think and are
seldom a significant problem for the gifted and talented student, who learns quickly and
well.
IS EDUCATIONAL ACCELERATION HARMFUL TO THE CHILD EMOTIONALLY OR SOCIALLY?
This aspect of educational acceleration seems to worry
parents and educators most. In general, children who are well-adjusted and socially at
ease before accelerating report having two groups of friends--they belong to a circle of
older students, but they also retain friendships with children who are the same age.
Children who are socially withdrawn or who have difficulty making friends may
experience similar problems when placed with older children. On the other hand, there
are cases in which a gifted child is more comfortable with older children than with
age-mates. This may be true more often for girls than boys. The receiving classroom
teacher in an accelerated setting can help the younger student find a niche among the
older students.
WHAT DO EDUCATORS THINK OF THE EDUCATIONAL ACCELERATION OPTION?
Research about acceleration consistently documents positive effects, both
academic and social, for children who have accelerated, but educators have been slow
to embrace the option. Fears about social and emotional development problems for
these children are common. However, people who specialize in working with gifted and
talented children and teachers and parents who have had personal experience with
educational acceleration tend to be more positive.
HOW DO PARENTS KNOW IF THEIR CHILD SHOULD ACCELERATE?
If children's standardized test scores, particularly achievement test scores, are many
grades above level or off the charts entirely, they are good candidates for acceleration.
If a child who was previously an avid student begins to complain of boredom or starts
misbehaving in school, it may be an indication that he or she needs additional
challenges (but remember that any child may be bored or have behavior problems).
Ideally, the decision to accelerate should be mutual--the child, parents, and school
officials all agreeing that it would serve the child well. The school psychologist or
Individualized Educational Plan (IEP) committee should be consulted early in the
process.
WHEN SHOULD ONE BE CAUTIOUS ABOUT ACCELERATION?
If the child under consideration for acceleration is physically or emotionally immature, is
pushed into the process by adults, or receives constant negative feedback at school
from peers or educators, problems could occur. If the school accelerates students
routinely so that an accelerated youngster does not stand out as peculiar and has a
small support group of similar youngsters, then chances for an easy adjustment
increase.
A child who has been accelerated may find that he or she is no longer the best in the
class. Both parents and the child should be ready for this. Parents should be supportive,
but never put undue pressure on the gifted and talented child to perform--certainly not
when he or she is adjusting to a new environment. The decision to academically
accelerate a child may be reversed at any time if it appears not to be working out for the
child academically, socially, or emotionally. Adults should help children in this situation
understand that the change is not a failure.
WHAT ABOUT ACCELERATION IN A SINGLE SUBJECT?
This option tends to meet with less resistance from educators than grade-skipping
because children still take most classes with their age-mates, alleviating concerns about
social problems. Here, continuity is crucial. Accelerating students one year, only to have
them repeat the material the next, is no solution. Teachers or curriculum specialists can
be helpful in determining what aspects of a subject are covered in each grade.
Accelerated students may need to make special arrangements to travel to a junior high
or high school, or even take a college course before high school graduation. It is
important to obtain the cooperation of the school district throughout the child's
educational career. Transportation problems may prove more difficult to solve than
academic or social ones.
WHAT ARE THE STEPS IN MAKING THE DECISION TO ACCELERATE?
Assuming that parents and student agree to explore this option, parents
might begin by discussing it with the school's coordinator for the gifted and talented,
guidance counselor, or principal--whichever person knows the child best. The
classroom teachers' opinions also should be sought. Next, the child's academic
potential and social and emotional adjustment should be evaluated by a school
psychologist. The final decision will probably be made by the school's IEP committee or
the principal. It helps to have the enthusiastic support and understanding of the
teachers who will be working with the accelerated child, as well as commitments for
continuity and coordination from school authorities. Parents considering this option may
find it helpful to contact the coordinator for gifted and talented education at their state
department of education.
Written by Sharon J. Lynch, Ph.D., The George Washington University, School of
Education and Human Development.
This publication was prepared by ACCESS ERIC with funding from the Office of
Educational Research and Improvement, U.S. Department of Education, under Contract
No. RR93002005. The opinions expressed in this brochure do not necessarily reflect
the positions or policies of the Department of Education. The brochure is in the public
domain. Authorization to reproduce it in whole or in part is granted.
SOURCES
Brody, L.E. and C.P. Benbow (Summer 1987). "Accelerative Strategies: How Effective
Are They for the Gifted?" Gifted Child Quarterly, 31 (3), 105-109. EJ 363 446.
Cornell, D.G., C.M. Callahan, L.E. Bassin, and S.G. Ramsey (1991). Chapter 3:
"Affective Development in Accelerated Students." In W.T. Southern and E.D. Jones
(Eds.), Academic Acceleration of Gifted Children. New York: Teachers College Press.
Davis, G.A. and S.B. Rimm (1989). Education of the Gifted and Talented. Chapter 5:
"Acceleration." Englewood Cliffs, NJ: Prentice Hall.
Feldhusen, J.F., T.B. Proctor, and K.N. Black (September 1986). "Guidelines for Grade
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Kulik, J.A. and C.C. Kulik (October 1984). "Synthesis of Research on Effects of
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Lynch, S. (Winter 1990). "Credit and Placement Issues for the Academically Talented
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27-30. EJ 408 556.
Southern, W.T., E.D. Jones, and E.D. Fiscus (Winter 1989). "Practitioner Objections to
the Academic Acceleration of Gifted Children." Gifted Child Quarterly, 33 (1), 29-35. EJ
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Tolan, S. (1990). Helping your highly gifted child. ERIC Digest #E477. ED 321 482.
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