For now, we have decided on testing him to see exactly where he is in terms of grade level at this school and to place him accordingly in a math class above K level.
My family's experience is that the concern about gaps disappears once the curriculum director meets the child and does the testing. We've now been through this process with each kid, during which time the school administration has gone from hostile to "we'll work with you" in approach to acceleration. Yet in each case the initial meeting happened before those folks in charge had met my kids, and concerns about gaps were expressed. Once they were able to quantify that there were no gaps (or they were secondary), then acceleration proceeded with minimal fanfare. In my DD's case, she spoke through a solution to a problem where it became evident to the tester that she'd never confronted the concept before, but figured it out and got it right anyways.
