Numerous high-quality studies have also found that flexible ability grouping-arranging students by academic achievement in the same or separate classrooms-is a net positive for advanced students and isn’t detrimental to their peers. One study that looked at approximately 100 years of research on the intervention’s impact on K–12 academic achievement, for example, found three meta-analyses showing that “accelerated students significantly outperformed their nonaccelerated same-age peers,” and three others showing that “acceleration appeared to have a positive, moderate, and statistically significant impact on students’ academic achievement.” The Belin-Blank Center also offers an excellent and thorough summary of the evidence related to acceleration. It is “one of the most-studied intervention strategies in all of education, with overwhelming evidence of positive effects on student achievement,” writes Plucker. It comes in at least twenty forms, with the most common being whole grade skipping and receiving higher-level instruction in a single subject. Stanley Professor of Talent Development at Johns Hopkins University, explained in a Fordham Institute article a couple years ago, the two interventions with the most robust evidence behind them are acceleration and ability grouping-with enrichment, such as summer and residential programs, having generally positive results, too.Īcceleration is “an academic intervention that moves students through an educational program at a rate faster or at an age that is younger than typical,” reports the highly-respected Belin-Blank Center at the University of Iowa. It’s therefore important that more school leaders adopt these policies and implement them well.Īs Jonathan Plucker, Julian C. And two, in better developing the talent of these advanced students, it supports America’s economic, scientific, and technological prowess in an increasingly competitive global market. One, it helps maximize the potential of participating students, which is something every child deserves. Because of that, high-quality gifted education-or what would be better labeled “advanced education”-has two primary benefits. We have ample evidence that a number of education programs targeted at advanced students significantly improve their learning outcomes. You can subscribe on the Fordham Institute website and the newsletter’s Substack. Its purpose is to monitor the progress of gifted education in America, including legal and legislative developments, policy and leadership changes, emerging research, grassroots efforts, and more. Fordham Institute written by Brandon Wright, our Editorial Director, and published every other week. Editor’s note: This is an edition of “Advance,” a newsletter from the Thomas B.
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