Parents' experiences with their children's grade-based acceleration: Struggles, successes, and subsequent needs

Abstract

Grade-based acceleration is when high-ability children progress through school at a rate faster than typical by being placed with older classmates. This educational practice can help meet the learning needs of high-ability children. In this study, 56 parents of high-ability children who underwent grade-based acceleration in Australian schools shared their experiences through an online questionnaire. We posed the following research question: "What are the experiences of parents whose children accelerate into classes with older classmates?" Our findings revealed that parents perceived successful academic, social, and emotional outcomes of acceleration for their children. However, parents encountered some resistance towards acceleration among teachers, which may have interfered with the availability of accelerative options. For some parents, illinformed attitudes among other adults placed a strain on parents' social relationships. Parents also described their accelerated children's educational needs, which were not universally met within their respective schools. Practical implications for parents and teachers considering acceleration are discussed.

On Deciding to Accelerate: High-Ability Students Identify Key Considerations

“…Hesitation to implement accelerative practices is often linked to concerns about socioemotional outcomes and social acceptance (Dare et al, 2016; Gallagher & Smith, 2013; Gross et al, 2011; Rambo & McCoach, 2012; Siegle et al, 2013). Some participants in this study shared similar concerns about grade-based acceleration.…”

“…Decision makers must consider a complex interplay of factors when deciding whether acceleration is an appropriate intervention for an individual student. Research shows that acceleration most often results in both positive academic and social outcomes (Assouline et al, 2015; Dare et al, 2016; Hattie, 2009; Steenbergen-Hu et al, 2016; Steenbergen-Hu & Moon, 2011). Although quantitative research suggests that social challenges are the exception (Steenbergen-Hu & Moon, 2011), some individuals have perceived challenging socioemotional consequences following whole-grade acceleration (Neihart, 2007).…”

“…For some high-ability students, this nurturing may require teaching to a higher level than specified by age-based curricula. Known as acceleration , the practice of teaching to a higher than age-based level has been shown to support positive academic, emotional, and social outcomes for high-ability students (e.g., Assouline, Colangelo, & VanTassel-Baska, 2015; Dare, Smith, & Nowicki, 2016; Hattie, 2009; Steenbergen-Hu, Makel, & Olszewski-Kubilius, 2016; Steenbergen-Hu & Moon, 2011). Despite this evidence, some educators have expressed hesitancy toward accelerative interventions, often citing concerns about social or emotional implications (Rambo & McCoach, 2012; Siegle, Wilson, & Little, 2013).…”

Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia

“…Grade-based acceleration is also known as grade skipping, and it is often thought as the only form of acceleration (Dare, Smith, & Nowicki, 2016). However, within the classification mentioned above, different authors (Southern & Jones, 2004Southern, Jones, & Stanley, 1993) have presented types of acceleration showing at least 18 different options.…”

“…Also, parents' experiences about acceleration are also critical. Dare et al (2016) concluded that parents perceive positive academic, emotional and social outcomes from acceleration.…”