Thanks for the link.
This is study should not be used to prove that acceleration is always bad, although I fear it will be. Grade placement should depend on age, IQ, and maturity. I wonder how maturity can be quantified.
Another conclusion could be that the current grade placement system should be chucked. Perhaps amorhphous classrooms or mastery oriented teaching or ability tracking/clustering are all counters. With tracking and mastery, some aspects of asynchrony could be better balanced; e.g. a 2nd grade gifted kid with K level handwriting might actually get some hands on help.
"They were also 50 percent more likely than the oldest third of their classmates to be prescribed stimulants for A.D.H.D."
That's a disturbing statistic, and I don't imagine it shows much difference in the US.
