Tips for Parents: Academic Acceleration

Grade skipping works very well for many gifted children.

If a student's academic strengths are "across the board," grade skipping is an option worth considering. Several families have had experience with multiple grade skips, at least in some subjects, and reported that their children are doing well. Research also indicates that students adjust well to skipping grades, as long as they are academically qualified and want to do so. This is true even when multiple grades are skipped. A child who does not want to be accelerated, however, should never be pushed into it. With regard to whole-grade acceleration, the transition can be eased if it is implemented between school years or--even better--at a "natural transition point" such as the break between elementary school and middle school, or middle school and high school.

Grade equivalent test scores do not indicate the level at which children should be placed.

It is tempting to use a grade-equivalent score from a standardized test as a guide to the proper placement of an advanced student, but this is not advisable because the standardized tests given in school cover only in-grade material. In order to accelerate a student to a higher grade, you need to know how much higher grade material the student already knows, and what he or she still needs to learn. Some schools use end-of-unit or end-of-year exams for this purpose. Another option is to use above-level achievement tests (i.e., standardized tests written for older students and therefore covering material from a higher grade level). The goal is to determine the level at which the child is functioning, and also to identify any "gaps" in the child's knowledge so that they can be addressed before the child moves entirely to a higher level.

Formal programs for early entrance to college provide many benefits.

Several programs exist that bring entire classes of early entrants into college together. These residential programs can provide the benefits of a similar-aged peer group, separate (more controlled) living situations such as special residence halls, and the availability of a professional staff to help the family with the acceleration decision and to help the child adjust to college. Some of these programs are located at Simon's Rock (www.simons-rock.edu), the University of Washington (http://depts.washington.edu/cscy/eep), and Mary Baldwin College (www.mbc.edu/peg). Some families choose instead to have young college students live at home and attend classes at a local institution.

Guidelines are available to help with decision-making about whole-grade acceleration.

The Iowa Acceleration Scale was designed to walk parents and school personnel through decisions about grade skips. It is based on research and covers both academic and social considerations. It also includes several critical items (e.g., child's willingness to skip a grade) that can make or break an acceleration decision. The instrument is published by Great Potential Press (www.greatpotentialpress.com) and also is available from amazon.com. Schools may be willing to purchase the instrument, or families can buy it themselves. The list price from the publisher is $90.

Students with uneven needs present special educational challenges.

Some students have a need for very advanced academic work, but are much less advanced (or even behind) in terms of other skills, such as organization or writing. Families may find it particularly difficult to obtain an appropriate level of academic challenge for these children, because the children do not fit the stereotype of a profoundly gifted child. Families also may struggle to meet these children's varying needs. Some weaknesses can be addressed outside of the classroom (though a pullout program or an outside professional, for instance), and others can be circumvented in the classroom until they are ameliorated (allowing a child with poor handwriting to type assignments while working on handwriting in another setting, for example).

Decisions about acceleration are not necessarily "one time only."

If a student moves to a higher grade level in one subject area or overall, one cannot assume that the placement will be appropriate far into the future. One of the characteristics of many PG students is that they learn quickly. If this is the case, then placing a student in a higher level class may be only a temporary fix, because the pace of the new class may be too slow. More individualized attention including self-paced or fast-paced instruction may be best, if it can be arranged.

Outside-of-school activities help address some important needs.

Non-school-based activities can be extremely valuable. Activities like scouts, sports, and arts can provide opportunities for profoundly gifted students to establish friendships with other children their age, even if they are accelerated into an older class at school. Work outside the classroom, or even outside the school, can help address specific weaknesses (e.g., organizational skills). Several families discussed the benefits of enriching a child's education through travel or reading outside of school. It also is important to remember that juggling too many activities can be stressful for a family, and families may need to choose carefully a manageable number of activities that will most benefit the child.

It is important to consider what may happen if a child is not accelerated.

The choice to keep a child in grade is as much of a decision as the choice to move a child up. Children who are not challenged in school are at increased risk of problems such as developing poor work habits, underachieving, and losing motivation. These outcomes do not apply to all "underchallenged" children, however. It is important to know your child and make individualized decisions. Consider what can be provided by you (the family), the school, outside activities, and special programs, and then try to come up with the combination of services that best meets the needs of your individual child. Be aware that you will probably need to adjust the plan as your child grows and changes.