Types of Acceleration
Acceleration is the movement of a student, by pace or place, which matches learning opportunities with a student’s
needs and strengths.
Component
Definition
Subject-Based Acceleration
Curriculum Compacting
Credit by Examination
• Streamlining or shortening the standard curriculum
• Credit is awarded when the student demonstrates
by pre-assessing to determine prior knowledge/
mastery of course content by completing a test or
authentic assessment.
mastery, and then replacing what the student
already knows with appropriate learning experiences.
• Allows student to demonstrate prior learning or
knowledge.
Guiding
Principles
• Allows student to “buy time” to pursue personal
interests.
• Credit is given for mastery of information.
• Allows students to pursue areas of passion to greater
depth.
• Is easily accommodated in a mixed-ability classroom.
Practitioner
Tips
• Must begin with pre-assessment.
• School policy permits this option.
• Organization is important – contracts, etc., should be
in place.
• Scheduling is flexible to allow students access to
higher levels of study.
• Student earns grade they “tested out” with.
Parental
Involvement
• Letters to parents explaining the compacting process
are necessary.
• Parents can also sign off on learning contract.
• Some pre-teaching is necessary to catch kids who
will “get it” right away.
Special
Consideration
• Inquire if this option is available to students.
• Assessments measure proficiency so the student is
prepared to move to the next level of study.
• This is a strategy for which all students in a
classroom can qualify.
• Enrichment experiences should not be remediation.
• It’s About Time – inservice manual for compacting.
Resources
• Curriculum-based assessments.
• Teaching Gifted Kids in the Regular Classroom, Susan
Winebrenner.
Colorado Department of Education
Gifted Education Guidelines
Research
• A Nation Deceived, Vol. 1 & 2.
• A Nation Deceived, Vol. 1 & 2.
Subject-Based Acceleration
Component
Definition
Guiding
Principles
Single Subject Acceleration
• Delivery of the curriculum by either physically
moving the child into higher grade level within the
same building for instruction or by having him/her
work with the higher grade level curriculum in
his/her own age-based classroom.
Mentorships
• Connecting a high school student who has exhausted
all high school curriculum in his/her talent area with a
community or university “expert” who oversees the
student’s studies and learning over the course of a
year.
• Students who are performing above their age-level
peers require curricular experiences that also are
beyond that of their age-level peers.
• Usually outside of school time.
• Flexibility.
• Working with a mentor on a project of interest can
help to develop social skills.
• Integrated units in school make building in depth
and complexity easier.
Practitioner
Tips
• Allow students choices.
• Authentic learning experiences enrich curriculum for
all students.
• Think out of the box in regard to curricular
experiences: could include in-school tutors, online
learning, service learning, etc.
Parental
Involvement
Special
Consideration
• Parents must be involved in the decision to
accelerate a child whether it be by pace or place –
content of curriculum may be an issue for some
families (teen issues in novel, etc.).
• Transport to meet with mentor.
• Not changing the student’s entire grade level
placement, but they can do the work of that grade
level.
• Scheduling a time to meet with the mentor on a
weekly basis.
• Controversy surrounding grouping can arise with
this component.
• Social/emotional maturity may not match cognitive
maturity.
Resources
• College of William and Mary – curricular units for
gifted learners.
• Research Science Institute, McLean, Virginia.
• Advanced Placement - The College Board.
• Online resources.
• Teacher or RtI team.
Colorado Department of Education
• Westinghouse Science Talent Search.
Gifted Education Guidelines
Research
• A Nation Deceived, Vol. 1 & 2.
• A Nation Deceived, Vol. 1 & 2.
Subject-Based Acceleration
Component
Correspondence Courses/Distance Learning
• Coursework is delivered outside of the traditional
classroom.
Definition
• Students use technology or a written packaged
program to complete courses.
Concurrent Enrollment
• Attending classes in area of strength in more than
one building level in the same school year (middle
school student attending high school classes for part
of the day, high school student attending collegelevel classes for part of the day).
• Student receives credit at both levels (e.g., taking
geometry in middle school and receiving credit also at
high school level).
Guiding
Principles
Practitioner
Tips
Parental
Involvement
Special
Consideration
Resources
• Students have access to courses not available in their
traditional school setting.
• Students who are performing above their age-level
peers require curricular experiences that also are
beyond that of their age-level peers.
• Students need self-direction in area of passion.
• Flexibility.
• A teacher or counselor should monitor progress and
periodically conference with the student and provide
support when the student has questions.
• Assigning an in-class mentor to accelerated student
may help ease transition.
• Parents may need to initially provide for the course
fee that is reimbursed when the student completes
the course.
• Parents must be involved in this decision, especially if
transportation between buildings is an issue.
• They, too, will need to be flexible.
• Often this strategy will require that something is
sacrificed.
• Provide time for students to work on this option
during their normal school schedule.
• Students may be missing all or part of other
academic/exploratory periods given differing
building/school schedules.
• Colorado College Online.
• Local universities and colleges admissions and
programs.
• Stanford Education Program for Gifted Youth.
• University of Nebraska-Lincoln.
Research
• A Nation Deceived, Vol. 1 & 2.
Colorado Department of Education
• A Nation Deceived, Vol. 1 & 2.
Gifted Education Guidelines
Subject-Based Acceleration
Component
Definition
Guiding
Principles
Extracurricular Programs
• Students qualify to take the SAT, ACT, EXPLORE, or
PLAN test as elementary or middle school students
and can qualify for advanced level courses at a
number of universities throughout the country.
Post-Secondary Options
• Allowing a high school student to spend part of
his/her school day taking courses at a local college or
university for both high school and college credit.
• Students often “hit the ceiling” with traditional
achievement tests - these give a more accurate
indication of their actual achievement level.
• Students attend courses at colleges and universities.
• Students can practice taking these “high stakes”
tests without any negative consequences (it does not
go on their academic record until 9th grade).
• Student achievement and self-efficacy increases.
Practitioner
Tips
• This is really something done outside of the academic
day.
• Practitioners need to be aware of this opportunity to
inform families of this option.
• Parents must give permission for their child to take
these tests.
Parental
Involvement
Special
Consideration
Resources
• Courses are on college campus with college students.
• Participation in college planning.
• A small fee accompanies taking the test.
• Financial contributions may be necessary in
partnership with schools for attendance.
• The EXPLORE academic abilities test is given to 5th
and 6th graders.
• Enrichment programs are extended-stay (often two
weeks+) during the summer months.
• Inquire about student participating in after-school
activities since the last hour of the day the student
may not be on the high school campus.
• Johns Hopkins Center for Talented Youth.
• College and university course catalogues.
• Center for Bright Kids Regional Talent Center,
Westminster, CO.
• List of colleges and universities that offer postsecondary options.
• Davidson Institute.
Research
• A Nation Deceived, Vol. 1 & 2.
• A Nation Deceived, Vol. 1 & 2.
• Karen Rogers effect size research.
Colorado Department of Education
Gifted Education Guidelines
Subject-Based Acceleration
Component
Definition
Advanced Placement
• Courses given in high school, either in a traditional classroom setting or through online work.
• When students pass the standardized AP test they earn college credit.
Guiding
Principles
• Allows pursuit in area(s) of passion.
Practitioner
Tips
• Know what material needs to be covered for success on the AP test.
Parental
Involvement
• Encourage student and provide extra tutoring options, if needed, to ensure student’s success.
Special
Consideration
• A fee is required to take the AP tests - in Colorado the ESCAPE grant may pay fees for some students.
Resources
Research
• Gives extra time in college to pursue dual or advanced degrees.
• Take coursework to prepare to teach these courses.
• Ensure equity and rigor exist in AP classes.
• College Board.
• Colorado Department of Education (ESCAPE grant).
• A Nation Deceived, Vol. 1 & 2.
• Programs and Services for Gifted Secondary Students – Felicia Dixon.
Colorado Department of Education
Gifted Education Guidelines
Grade-Based Acceleration
Component
Definition
Guiding
Principles
Early Entrance to Kindergarten or First Grade
• Practice of admitting a child to school earlier than
typically allowed by the school or school district
policy – this may be as little as a few weeks or as
much as a year or more.
• Promoting a learner beyond the next grade in order
to skip 1 to 2 grade levels.
• Certain students may be ready to enter into
academic experiences earlier than others.
• Motivated children who are academically advanced
and who need challenging work may be candidates
for grade acceleration.
• Most common is early entrance to kindergarten and
college.
• Flexibility is key.
Practitioner
Tips
Grade Skipping
• Pair early entrance students with peer mentor to
ease transition.
• Utilize good assessment tools, consult with the
student, parents, and educators to ensure
appropriate placement.
• Monitor student’s progress during the first year.
Parental
Involvement
Special
Consideration
Resources
Research
• Parents play a huge role in this component,
especially with early entrance to kindergarten.
• Parents are essential to a good decision about the
use of this option for their child.
• Parents are most often the people who see the
exceptional characteristics in their children.
• Developmental readiness (mainly social and
emotional) becomes a greater issue here for many
people than with subject acceleration.
• Child needs to be able to cope with the pressure of
being younger than peers and must want to be
accelerated.
• Iowa Acceleration Scale.
• Iowa Acceleration Scale.
• Colorado Administrative Unit Early Access Plan.
• RtI team.
• A Nation Deceived, Vol. 1 & 2.
• A Nation Deceived, Vol. 1 & 2.
Colorado Department of Education
Gifted Education Guidelines
Grade-Based Acceleration
Component
Definition
Guiding
Principles
Practitioner
Tips
Parental
Involvement
Special
Consideration
Continuous Progress
Grade Telescoping
• Placing learners of a variety of ability levels in a
classroom that spans two or more grade levels.
• Practice of progressing rapidly through the curriculum
of several grade levels.
• Students work through the curriculum at a pace
commensurate with their ability.
• Motivated children who are academically advanced
and who have a strong desire to complete
coursework in less time may be candidates for grade
telescoping.
• Utilize ongoing assessment to ensure relevant
interventions.
• Provide guidance for course selection, monitoring of
academic achievement, and high level of teacher
expertise in a content area.
• Have an understanding of multi-age philosophy.
• Parents should have an understanding of multi-age
philosophy.
• Offer support to the classroom teacher.
• Career and college planning is important.
• Parents are essential to a good decision about the
use of this option for their child and for providing
continued academic and emotional support.
• Space for multi-levels of curriculum resources is
needed.
• Access to coursework.
• Teacher team.
• Counselor.
Resources
• Gifted education specialists.
• Colorado Online Learning.
Research
• A Nation Deceived, Vol. 1 & 2.
Colorado Department of Education
• A Nation Deceived, Vol. 1 & 2.
Gifted Education Guidelines
Grade-Based Acceleration
Component
Early Graduation
Definition
• Graduation from high school or college in less than 3.5 years.
Guiding
Principles
• Result of long-term planning matched to the student’s motivation and strengths.
Practitioner
Tips
Parental
Involvement
Special
Consideration
• Establishing ongoing collaboration with school counselor and college admissions is critical.
• Concurrent enrollment, correspondence, or extracurricular programs may support this option.
• Ensure ongoing collaboration with school counselor and college admissions office.
• Student must be able to cope with the realities of being younger than peers (e.g., no driver’s license).
Resources
• College and high school counselors.
Research
• A Nation Deceived, Vol. 1 & 2.
Colorado Department of Education
Gifted Education Guidelines