Poster Title (Current Submission)

Guidelines for Developing an Academic Acceleration Policy

Mentor Name

Maureen Marron

Abstract

Academic acceleration is an educational intervention in which high-ability students progress through school at rates faster or ages younger than typical. Acceleration helps match the level, complexity, and pace of the curriculum with the student’s intellectual abilities. Students demonstrate academic success and social-emotional development whether accelerated in one content area or for an entire grade. Many school districts, including some in Iowa, lack a policy that addresses the value of acceleration or describes procedures to be followed in making decisions about acceleration. Without an acceleration policy, high-ability students may not receive equitable educational opportunities. For my 2009-2010 ICRU Research Fellow award, I supported the development of Guidelines for Developing an Academic Acceleration Policy, a document intended to assist schools in writing and modifying acceleration policy so that all students have appropriately challenging curricula. In the Guidelines document, we define accelerative options, review the research evidence in support of acceleration, provide an overview of recommended acceleration policies, and explore in practical terms how these policies can be implemented. My work on Guidelines was an extension of my contributions to the IRPA website, which serves as a clearinghouse of information on acceleration to parents, educators, and the general public.

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Guidelines for Developing an Academic Acceleration Policy

Academic acceleration is an educational intervention in which high-ability students progress through school at rates faster or ages younger than typical. Acceleration helps match the level, complexity, and pace of the curriculum with the student’s intellectual abilities. Students demonstrate academic success and social-emotional development whether accelerated in one content area or for an entire grade. Many school districts, including some in Iowa, lack a policy that addresses the value of acceleration or describes procedures to be followed in making decisions about acceleration. Without an acceleration policy, high-ability students may not receive equitable educational opportunities. For my 2009-2010 ICRU Research Fellow award, I supported the development of Guidelines for Developing an Academic Acceleration Policy, a document intended to assist schools in writing and modifying acceleration policy so that all students have appropriately challenging curricula. In the Guidelines document, we define accelerative options, review the research evidence in support of acceleration, provide an overview of recommended acceleration policies, and explore in practical terms how these policies can be implemented. My work on Guidelines was an extension of my contributions to the IRPA website, which serves as a clearinghouse of information on acceleration to parents, educators, and the general public.