We chose not to accelerate her though because while every elementary school teacher we talked to recommended it, ALL middle school/high school teachers stated that it was detrimental socially at that age.
Some teachers make acceleration socially awkward by practices such as having students line up by birthdate (not just birth
day MM/DD... but birth
date MM/DD/YY)... unnecessarily pointing out both younger students and older students, aka "redshirts".
Why ask only teachers about acceleration...? Did you also ask parents, accelerated students, etc, to share their experiences?
While anecdotes may be valuable, empirical evidence (based on research) may be even more insightful. That said, what types of social difficulties did the middle school and high school teachers relate being familiar with, as a result of acceleration?
This old post contains a
roundup of discussion threads on acceleration (both PROs and CONs) as well as a list of resources (including research).
Her teacher also does not differentiate her work, whereas my son's does.
Beware the
buzzwords... including "differentiation".
