Gifted Issues Discussion homepage Forums Parenting and Advocacy Grade Acceleration K-1-2

My DS turned 6 this past December and recently was identified as a gifted kid by the psychologist that tested him. He currently goes to Kindergarten at a public school and the school approached us couple of months with the recommendation to move him to first grade for rest of the school year and have him progress to second grade this fall with his new classmates. We got him tested after the school came to us about this (he had high scores on a test at school and the teacher's observations in class is what led to this). I've been doing a lot of reading and research on gifted kids and grade acceleration. I also looked at a couple of old threads here but I wanted to still post this and get some opinions.

He is a social and reasonable boy. He does do goofy things and enjoys silly games that any other 6 year old would but he also does say that he likes to learn new things and school is boring most times. We asked the school to challenge him in class with advanced materials so he can stay with same age peers and it can be done. However, it depends on the bandwidth of all his teachers up until 3rd grade when he will first be able to get the gifted programs for reading and math at his school.

I want him to learn if that's what he wants too and I want him to have friends and be happy. He is not particularly unhappy in his current class, rather just bored. Should we move him to half year of first grade followed by second grade? or just let him be where he is and try to give him whatever enrichment or advanced work wherever possible?
Also, would accelerating him this way negatively impact his readiness and confidence and ability to perform well on the second grade cogat test etc? I would love for him to get the gifted programs in 3rd grade regardless of acceleration now.

I have no professional experience with this, but if it's the school that's pushing for advancement I would consider it. I think it can be difficult for elementary teachers to differentiate instruction, and it may depend on the luck of the draw with a motivated teacher.

I do think it's beneficial that he's on the older side for a kindergartener - so it's not like he'll be miles behind other kids in age or socially. I assume your district has a Fall cutoff for kids turning 5 for kindergarten, so I assume he'll be the youngest in the class, but potentially only by a few months. My child has a late summer birthday, so she's almost a year younger than some of her classmates already, and so I'd hesitate to advance her if that was an option just from a social perspective.

Good luck!

That makes sense, thank you for your inputs @AnonMom

My dd (22 now) had similar experience. Prior to enrollment in K, the teachers who knew her from when she tagged along with older brother, recommended advancement. Principal said no worries, skipping never needs to happen. However, on enrollment, they had her visit the classroom and all thought it a great fit. We reluctantly agreed after negotiation.
And..... it was the right decision. As she grew, we would look at her age grade peers and realize it would have been a poor fit socially and academically. Never regretted it. (til drinking age, but that's another story)

What I'd recommend is to have him visit the first grade for one or two classes over the period of 2 weeks. Let them all give it a try to see if it's a good fit and what issues there might be. Now is the time that you have the most leverage for a successful placement. Is there a neighbor who is not a good fit? You might be able to keep them in different circles. Some math concepts he doesn't quite get? You might be able to see the curriculum and pre-teach for success in 1st grade. Now is the time to ask. Regarding the testing for GT, I'd negotiate that no matter how he does on that testing, he will be admitted to the GT programming.
My little one started to tank again in 3rd grade emotionally from boredom. So needed to skip to 5th (preplanned to be temporary) when the real GT testing happens. First timed test. Was really enjoying the test and no clue about needing to perform. Failed it miserably, but they put her in GT anyway (til we undid the skip and the middle school tried to take her out but that's another story). It's all in the negotiations.

Welcome, Sneha!
In case it may be of help, here's a roundup of prior discussion threads on grade skipping or acceleration:
https://giftedissues.davidsongifted...ration_Roundup_grade_ski.html#Post248163

thank you so much!

It's great that you're considering all aspects of your son's education and well-being. Since he is social and loves learning, moving him to first grade mid-year could provide more challenging material and alleviate some boredom. This transition might enhance his engagement without significantly affecting his social life, especially if he adapts well to new environments. However, acceleration might require some adjustment time, so monitor his readiness and confidence. Discuss any concerns with teachers to ensure support. If keeping him with age peers, ensure the school can provide adequate enrichment. Ultimately, choose what seems best for his overall happiness and development.

I wouldn't simply leave him be, as often boredom can turn into resentment. Many adults significantly resent the boredom of their early years of education. I would move him to 1st grade mid-year, even if it costs significant adjustment time.

Time can be saved. His studying can be scaffolded using studying techniques available on the Internet. Spaced repetition, pomodoro method, and other things.

I would prefer to move up. From the research it seems superior to enrichment. Good luck!

I would mentally separate all his skills and take an inventory. Reading writing spelling math social skills speech general self confidence, self care, organization, independence… anything you can think is important for school. Are all of those skills one year or more advanced?

My kid is super advanced in certain subjects but also has lagging skills that need time to develop. So I never have asked for grade skip and school has not suggested it. I’ve asked for single subject advancement in elementary but they said one grade level bump doesn’t even do him any service because he’s several years advanced and there’s no prebuilt path to do that. (For example, you can’t take 6th grade math in 4th grade b/c 6th grade math is taught in another building. Also a super advanced 4th grade reader doesn't necessarily want to read what’s socially/emotionally appropriate for high schoolers.)

He will get math acceleration in middle school, but there’s a track to do that that’s prebuilt. with that, he’ll end up in college math classes mid high school. Skills wise that seems fine, but there’s a lot to manage logistically - different expectations, different location or online, managing 2 school systems simultaneously, exam timing, etc. That’s a lot to ask of a 16 yo that may or not be able to drive yet.

I would think about what’s available, and where that path ends. Taking college classes in high school? Graduating HS early? Starting college early? Finishing college early?

In my kid’s case we have opted to keep him with same age peers, use some gifted and acceleration options when available. Expand his learning outside of school. Going for breadth and depth rather than acceleration. He does get bored sometimes. But he also has some luxury with his free time to explore interests. We don’t have a very achievement or competitive mindset as a family, we lean more into exploring interests. And having a whole life. for example my kid has spent a lot of time baking. It’s not academic. It’s not achievement oriented. He just likes baking a cake to share with friends and family. He’ll probably use that to be a good home cook down the line. That’s as much of a win as advanced math if you’re asking me.

He has such a mixed bag of skills and interests that I have no idea where it’s going to lead. He might be a mechanic or an electrician or he might be an entrepreneur or he might be a chemist or get a phd in math. I have no idea where it’s leading. I mostly care that he feels like a whole person, is driving his own ship and has a good self image.

Acceleration has good data to back it up as an intervention strategy and it works for some. I also think the success has a bit to do with how the school would facilitate it. But wanted to throw in this differing approach.