Whole Grade Acceleration

Whole Grade Acceleration: What Current Research Says..

• Effectiveness: Research consistently suggests whole grade acceleration is an effective strategy for academically gifted students. Studies show students who experience whole grade acceleration often perform at levels comparable to or higher than their older peers.

• Academic Gains: Accelerated students tend to show significant academic gains in various subjects, including mathematics, language arts, and science. They often outperform their non-accelerated counterparts in standardized tests.

• Social and Emotional Adjustment: Contrary to some concerns, recent research indicates that socially and emotionally, students who undergo whole grade acceleration generally fare well. They tend to form positive relationships with older classmates, and any initial concerns about social adjustment are often short-lived.

• Parental and Teacher Support: The involvement of parents and teachers is critical in the success of whole grade acceleration. Ongoing communication and collaboration between educators, parents, and the accelerated students contribute to a positive experience.

• Long-Term Benefits: Longitudinal studies indicate that the benefits of whole grade acceleration extend beyond the immediate academic gains. Accelerated students often demonstrate a sustained enthusiasm for learning, increased motivation, and a higher likelihood of pursuing advanced degrees.

• Policy Implications: Recent research emphasizes the importance of policy support for acceleration programs. Clear guidelines and policies at the district and state levels help ensure consistent and equitable access to acceleration opportunities for gifted students.

Columbia Public Schools Acceleration Process

Upon request for consideration of whole grade acceleration, the Director of Elementary Gifted Services will initiate the review process. The Iowa Acceleration Scale, 3rd Edition (IAS) is a tool used to gather information from many sources, including: ability, aptitude, achievement test scores, school history, observed adult and peer relationships, attitudes toward learning, and other factors that have bearing on the decision to accelerate.  The systematic guidance provided by the IAS brings objective data to the discussion and thus minimizes any potential bias for or against whole-grade acceleration.

Following the completion of the (IAS) process, which can take up to one month, a recommendation from the Director of Elementary Gifted Services, either for or against acceleration, is provided to the family and the school principal. The school principal is also provided a copy of the entire IAS documentation packet.  If a scholar meets the benchmark for acceleration, plans are made for the scholar to make the move to the accelerated grade quickly.

For more information about Acceleration please contact:

Kristen Palmer, CPS Director of Elementary Gifted Services

1010 Rangeline St. Columbia, MO 65201

(573) 214-3750