Effects of Accelerated Instruction on Students

James A. Kulik · Chen‐Lin C. Kulik

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

Abstract

This article presents results from a meta-analysis of findings on the effects of accelerated instruction on elementary and secondary school students. The data for the meta-analysis came from 26 controlled studies. The analysis showed that examination performance of accelerates surpassed by nearly one grade level the performance of nonaccelerates of equivalent age and intelligence. Examination scores of accelerates were equivalent to those of same-grade but older, talented nonaccelerates. Nonintellective outcomes were investigated relatively infrequently in the 26 studies and were not consistent from study to study.

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1998Chronicle of Higher Education 1982Meta-analysis in social research 1992Encyclopedia of educational research 1982Effects of Ability Grouping on Secondary School Students: A Meta-analysis of Evaluation Findings 1982Effects of Ability Grouping on Secondary School Students: A Meta-Analysis of Evaluation Findings

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1994The Path to Math: Gender and Racial-Ethnic Differences in Mathematics Participation from Middle School to High School 1999The Big-Fish–Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children 2016A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students 2010The Effects of Acceleration on High-Ability Learners: A Meta-Analysis 1996Inequity in equity: How "equity" can lead to inequity for high-potential students.2007The Socioaffective Impact of Acceleration and Ability Grouping 1990Cooperation or Exploitation? the Argument against Cooperative Learning for Talented Students 2003Ability grouping is not just tracking anymore

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