Gifted Issues Discussion homepage Forums Parenting and Advocacy Need help please - articles sought

Guys,

I may have an emergency meeting with the district superintendent tomorrow AM at very short notice. We are requesting acceleration to 4th grade (2nd just concluded). We have used the IOWA Accleration Scale and DD fits the bill.

School has pushed back citing social developmental issues. I am looking for articles showing well documented and scientifically rigorous studies that suggest that SD issues are actually made worse by NOT accelerating and in some cases are the cause of them due to asynchronous development.

Will be working late tonight so if you guys can help in parallel until I can pore the web freely I would be grateful.

Thanks in advance!

I'd start with the articles here.

http://www.davidsongifted.org/db/browse_articles_164.aspx

Duke TIP newsletter archive?


SENG?

Trying to think about where to find such reference material in a hurry.

http://www.nagc.org/index2.aspx?id=5072
http://www.sengifted.org/archives/a...ceptability-of-extremely-gifted-children
http://www.tagpdx.org/accelera.htm#General%20Discussion

Start with these. The DYS database, Sengifted database, and CTY databases have a few.

Nation Deceived is good to fall back on though written rather strongly.

http://www.fldoe.org/ESE/pdf/gift_accel.pdf



Good luck!

I was going to say use the "what a child doesn't learn" article; the blog tour I posted earlier said, "What if Hogwarts didn't exist? Hermoine would have learned to pretend she didn't know magic!" (boo)
but you asked for scientific rigorous,
so i googled the phrase "google scholar social development and acceleration"

http://m.joa.sagepub.com/content/21/2/180.abstract

it costs $25 bucks, but says it lists refrences.

quote:
As an educational intervention, academic acceleration is decidedly effective for high-ability students. The research support for acceleration that has accumulated over many decades is robust and consistent and allows us to confidently state that carefully planned acceleration decisions are successful. Both grade-based and content-based acceleration are effective interventions in academic and social-emotional domains for high-ability students. Grade-accelerated students generally outperform their chronologically older classmates academically, and both groups show approximately equal levels of social and emotional adjustment. Accelerated.....

best wishes & goodluck

Thanks very much for the help!!!

Update:

We just came out of a 10am meeting that we had with the superintendent. It turns out that he really gets it and understands that for 'bright++' kids in class differentiation just does not reach them. He wanted to set up a gifted program in the district that includes differentiation and so is thrilled that DD is in the district because she has such strong numbers - he is very data driven so the excepts from some of the papers you all provided along with others I managed to cobble together this AM carried the day. He will present the facts that we shared to the school board to try to get the ball rolling. In the interim DD will need to sit a state wide 3rd grade test for Maths just to allay any fears about gaps there.

Bottom line: It was a very positive experience and while DD doesn't have an acceleration 'in the bag' we are a lot closer to it than we had dared hope!

Thanks again for all of your help and support with this.