How can schools support our brightest students?

Read the Tempelton national report on acceleration—A nation deceived: How schools hold back America’s brightest students. Vol. 1 and 2. (2004). Colangelo, N., Assouline, S., & Gross, M. Both volumes can be either ordered free or downloaded at: http://www.accelerationinstitute.org/nation_deceived/

Understand two categories of acceleration—grade based or subject based—and list 18 acceleration possibilities that respond to gifted students’ academic needs and support their social and emotional well-being.

Recognize home-schooling as a positive option for some gifted students and families.

Be aware of myths, fears and expectations of teachers and administrators that hold back students and the research that responds to these concerns.

Learning Activity 7.1:
1. Read Jenny’s Letter to the Principal. (taken from the IAS Manuel)

2. Write a letter as if you are a friend of Jenny’s parents discussing what you think are the best options for Jenny, given her words. Also include possible negative impacts Jenny might experience, however small the likelihood. Make sure you use the research you’ve read relevant to acceleration.

You also may choose to consider the following questions as you write:
What could be done for Jenny?
What may result if she is/isn’t accelerated?
What are the possible benefits and/or pitfalls of accelerating her?
Might enrichment be a better option than acceleration? Explain.

3. Once you have submitted your letter, please read the actual decision made for Jenny at her school.

Completed Pre-test

Completed required reading

Completed Discussion Forum post 7.1 and 7.2

Completed and submitted Learning Activity 7.1

Please read the following for this topic:

A Nation Deceived, Chapters 1, 2, 12, & 13
http://www.accelerationinstitute.org/nation_deceived/

The NAGC Position Statement on Acceleration
http://www.nagc.org/uploadedFiles/PDF/Position_Statement_PDFs/pp_acceleration.pdf

In addition to the reading above, read any two (2) of the following articles:

Lynch, S. (2009). Should Gifted Students Be Grade-Advanced? Reprinted from the SENG Update June 2009. Retrieved from http://www.sengifted.org/articles_social/Lynch_ShouldGiftedStudentsBeGradeAdvanced.shtml.

Elkind, D. (1998). Acceleration. Originally published as "Our President: Acceleration," Young Children. 43(4). May 1988. Retrieved from http://www.hoagiesgifted.org/elkind.htm.

Gross, M. & Van Vliet, H. (2005). Radical acceleration and early entry to college: A review of the research. Gifted Child Quarterly. National Association for Gifted Children (NAGC). 49(2). Spring 2005.

Bailey, S. (2004) Types of acceleration and their effectiveness. In Core Module 6: Developing programs and provisions for gifted students. In Stan Bailey, Miraca Gross, Bronwyn MacLeod, Graham Chaffey, Ruth Targett and Caroline Merrick. Professional Development Package for Teachers in Gifted Education. Canberra, Australia: Department of Education, Science and Training.

Reed, M. (2009). Susan and Goliath. Parenting for High Potential. June 2009.Retrieved from http://www.nagc.org/php_june09web/Susan_and_Goliath.html

Morse, K. (2001). When Schools Fail: Is Homeschooling Right for you and your Highly Gifted Child? Originally published in IAGC: Ilinois. Retrieved from http://www.hoagiesgifted.org/schools_fail.htm

Foster, C. (200). In a Class by Themselves. Stanford University Magazine. November/December 2000. Retrieved from http://www.stanfordalumni.org/news/magazine/2000/novdec/articles/homeschooling.html

Assouline, S. G., Colangelo, N., Lupkowski-Shoplik, A., & Lipscomb, J. (1998). Iowa Acceleration Scale Manual: A Guide for Whole-Grade Acceleration K-8. Scottsdale, AZ: Gifted Psychology Press, Inc.

Kulik, J. A., & Kulik, C. C. (1997). Ability grouping. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 230–242). Boston: Allyn & Bacon.

Kulik, J. A., & Kulik, C. C. (1984). The effects of accelerated instruction on students. Review of Educational Research, 54(3), 409–425.

Osborn, J. (n.d.). Educational advocacy for gifted students. Retrieved from http://www.davidsongifted.org/db/Articles_id_10214.aspx

Stanley, J. C., & McGill, A. M. (1986). More about young entrants to college: How did they fare? Gifted Child Quarterly, 30, 70–73.

VanTassel-Baska, J. (n.d.). Individual instruction plan menu for the gifted child. Retrieved from http://www.davidsongifted.org/db/Articles_id_10272.aspx

Wright, L., & Coulianos, C. (1991). A model program for precocious children: Hollingsworth Preschool. Gifted Child Today, 14(5), 24–29. Retrieved from http://www.davidsongifted.org/db/Articles_id_10196.aspx