Accelerative Strategies: How Effective are they for the Gifted?

Linda E. Brody · Camilla Persson Benbow

97 citations0/0 files storedGifted Child Quarterly

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Education, Achievement, and Giftedness School Choice and Performance Learning Styles and Cognitive Differences

Abstract

Accelerative strategies offer gifted students the opportunity to participate in educational programs suited to their particular needs and interests. Yet, fear of possible negative effects of acceleration prevents many educators from advocating these options. The Study of Mathematically Precocious Youth (SMPY) has evaluated the long-term effects of a variety of accelerative options for a group of highly gifted students. Academic achievements, extracurricular activities, goals and aspirations, and social and emotional adjustment were considered, and no discernible negative effects of various accelerative strategies were found.

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1965The adjective check list manual 1908The College and the University 1966A Summing Up 1968The prediction of achievement and creativity 1984Effects of Accelerated Instruction on Students 1986High School and Beyond

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2003Impact of Gifted Programs From the Students' Perspectives 2007Effects of Programmatic Selectivity on the Academic Achievement, Academic Self-Concepts, and Aspirations of Gifted College Students 1997Exceptionally high intelligence and schooling.1993Social, Emotional, and Behavioral Adjustment of Accelerated Students, Students in Gifted Classes, and Regular Students in Eighth Grade 1990Long-term effects of acceleration on the social-emotional adjustment of mathematically precocious youths.1992Educational Decision Making on Acceleration and Grouping 2009The Integrated Curriculum Model (ICM)1996Self-Concept and Sex-Role Orientation in Gifted High School Students

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