Gifted Issues Discussion homepage Forums GT Research Effects of Acceleration on High-Ability Learners

http://gcq.sagepub.com/content/55/1/39.abstract
The Effects of Acceleration on High-Ability Learners: A Meta-Analysis
Saiying Steenbergen-Hu
Duke University, Durham, NC, USA, ss346@duke.edu
Sidney M. Moon
Purdue University, West Lafayette, IN, USA
Gifted Child Quarterly

Abstract

Current empirical research about the effects of acceleration on high-ability learners� academic achievement and social� emotional development were synthesized using meta-analytic techniques. A total of 38 primary studies conducted between 1984 and 2008 were included. The results were broken down by developmental level (P-12 and postsecondary) and comparison group (whether the accelerants were compared with same-age, older, or mixed-age peers). The findings are consistent with the conclusions from previous meta-analytic studies, suggesting that acceleration had a positive impact on high-ability learners� academic achievement (g = 0.180, 95% CI = -.072, .431, under a random-effects model). In addition, the social�emotional development effects appeared to be slightly positive (g = 0.076, 95% CI = -.025, .176, under a random-effects model), although not as strong as for academic achievement. No strong evidence regarding the moderators of the effects was found.

Putting the Research to Use

The findings of this meta-analysis suggest that acceleration influences high-ability learners in positive ways, especially on academic achievement. An important message for educators, parents and students is that high-ability learners can benefit from acceleration both in the short-term and in the long run. Specifically, accelerated students tend to outperform students who are not accelerated in their performance on standardized achievement tests, college grades, degrees obtained, status of universities or colleges attended, and career status. Accelerants equal or surpass non-accelerants in self-concept, self-esteem, self-confidence, social relationships, participation in extracurricular activities, and life satisfaction. It is informative for policy-makers that acceleration programs, especially university-based early college entrance programs, have been frequently assessed and appear to be the most effective. In summary, acceleration can be effective both in K-12 education and in college. Parents are encouraged to consider acceleration for their academically talented children and educators are encouraged to make acceleration options available.

Also noted here:

http://giftedissues.davidsongifted....1153/Effects_of_Acceleration_on_Hig.html

It's certainly a helpful one to add to the pile when arguing for acceleration.

Thank you for this post.
I worry all the time if I did the right thing by accelerating my DS8. So far so good but I worry about the long term affects.

Hi Traceyqns -
I wish that every child had access to school programs where they could be with age-peers who had equal academic readiness in their local neighborhoods. Then we wouldn't have to second guess ourselves. But for now, we try the best we can, and there will certainly be pros and cons to every situation. Try to remember that there is a tendency for grade-skipped kids to blame every bad thing on the gradeskip, and try to ask yourself, could something like this be happening in that alternate universe where we didn't do the skip?

Peace,
Grinity

Thanks Grinity.
That is a good point.
Who knows the issues that would have arose in that "alternate universe".
I worry he could throw it in my face one day.

We have kind of dealt with the issue of uncertainty by thinking of the grade skip as having an extra year. This is what is right for us now, I think, but if a time comes when we need an extra year, we have it. (Or want an extra year - my husband would like to take a year sabatical from his teaching job and teach in a foreign country which would also be a great experience for our son.)

He could just as easily have thrown the fact that you didn't skip him in your face.

As a parent, no matter what you do and why you do it, and how long you agonize over it, your kid can wind up spending years in therapy complaining that you did it wrong. All you get to do is pick the details he can complain about.

I would never have thought of that. That's a great way of thinking about a grade skip! Nice to have in my back pocket as we make the jump...

Yup -