Acceleration is a type of intervention to advance students at faster rates or at younger ages than is typical through an educational (as cited in Colangelo, Assouline, & Gross, 2004). Whole-grade acceleration (or grade-skipping) is just one of several options; others include early entrance into kindergarten, subject matter acceleration, advanced placement (AP) courses, dual-enrollment, early-college entrance, and self-paced instruction.
Our search of the literature found three rigorous reviews that showed acceleration practices can benefit students. A recent meta-analysis “generally confirms the positive influence of acceleration on high-ability learners, in terms of academic achievement and social-emotional development” (Steenburgen-Hu & Moon, 2010, p. 51). Rogers’ (2007) synthesis of the research on educational practices for gifted and talented students also points to positive effects of subject and whole-grade acceleration. A study that compared whole-grade accelerated students to older classmates of similar achievement who were not accelerated found that the accelerated students not only kept up with the older students, but performed better (Wells, Lohman, & Marron, 2009).
Below we provide citations for research studies with links to the full-text articles, if available. There is also a link to guidelines for academic acceleration policies from the Institute for Research and Policy on Acceleration. To obtain full-text copies of articles or for additional research on this topic and others, contact the Ask A REL Reference Desk.
Colangelo, N., Assouline, S.G, & Gross, M.U.M. (Eds.). (2004). A nation deceived: How schools hold back America’s brightest students: Vol. 2. Retrieved from Institute for Research and Policy on Acceleration website.
Institute for Research and Policy on Acceleration, National Work Group on Acceleration. (2009). Guidelines for developing an academic acceleration policy. Retrieved from Institute for Research and Policy on Acceleration website.
Rogers, K.B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382–396.
Steenbergen-Hu, S., & Moon, S.M. (2011). The effects of acceleration on high-ability learners: A meta-analysis. Gifted Child Quarterly, 55(1), 39–53.
Wells, R., Lohman, D., & Marron, M. (2009). What factors are associated with grade acceleration? An analysis and comparison of two U.S. databases. Journal of Advanced Academics, 20(2), 248–273. Retrieved from ERIC database. (EJ 849378)