Those concerned about social detriment of acceleration may be interested in reading research and anecdotes.
This old post is a roundup on pros and cons of full-grade acceleration, also known as a grade-skip or skipping a grade...
many posts discuss social aspects including early high school graduation, early college and/or gap year.
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Those focused on the meaningfulness of achieving grades of A rather than B, for admission to college, may be interested to know that since the introduction of Common Core in the USA, public school teachers are evaluated and US public schools are rated/ranked based on closing achievement gaps and excellence gaps (achieving Equal Outcomes among their students); this may necessitate capping the growth of students at the top.
- data collection is used to force equal outcomes
- ushered in by common core
- educational plank of party platforms
- rationing opportunities
- Nature versus nurture
- supplanting gifted students in "Gifted" programs
- coaching to create a self-limiting mindset
- counterpoint statements
- The Gifted: Left Behind?
- one-size-fits-all
- replacing the classics with anthologies.

Grading practices which tend to produce equal outcomes:
- Standards-Based grading
- list of grading practices
- policies which lack transparency
- requiring students to list new vocabulary words in the reading material, when there are none
- collective grading

These are not exhaustive lists, but provide enough information to raise awareness among parents and students, as to what to watch for.

NOTE: The old posts linked here may contain external links. If a linked website is NOT FOUND or has been changed and no longer contains the described content, try finding a copy of the old webpage on the WayBack Machine, internet archive (link: https://archive.org/web/).