ABSTRACT
Students who exhibit the ability to master content more quickly than others or whose content knowledge is beyond the instructional level provided to age peers warrant curricular opportunities that are accelerated in some way. Yet, acceleration remains controversial and underutilized. This chapter summarizes the research on acceleration and describes ways in which it can be implemented. Depending on individual circumstances, students may accelerate in grade placement or in one or more subject areas; they may access advanced content by moving to where it is offered or by having it available to them in their current home or school settings. A focus of this chapter relates to how classroom teachers can use acceleration in heterogeneous classes by grouping their advanced learners with similarly advanced peers, facilitating part-time placement with older students, and/or using a curriculum that combines accelerated content with enrichment to promote higher-level thinking skills and innovation. Finally, scenarios of accelerated students, some of whom were better served by their choices than others, demonstrate the importance of considering the whole child’s academic and personal needs when making decisions about acceleration.
