The Effects of Acceleration on High-Ability Learners: A Meta-Analysis

Abstract

Current empirical research about the effects of acceleration on high-ability learners’ academic achievement and social— emotional development were synthesized using meta-analytic techniques. A total of 38 primary studies conducted between 1984 and 2008 were included. The results were broken down by developmental level (P-12 and postsecondary) and comparison group (whether the accelerants were compared with same-age, older, or mixed-age peers). The findings are consistent with the conclusions from previous meta-analytic studies, suggesting that acceleration had a positive impact on high-ability learners’ academic achievement ( g = 0.180, 95% CI = -.072, .431, under a random-effects model). In addition, the social—emotional development effects appeared to be slightly positive ( g = 0.076, 95% CI = -.025, .176, under a random-effects model), although not as strong as for academic achievement. No strong evidence regarding the moderators of the effects was found. Putting the Research to Use The findings of this meta-analysis suggest that acceleration influences high-ability learners in positive ways, especially on academic achievement. An important message for educators, parents and students is that high-ability learners can benefit from acceleration both in the short-term and in the long run. Specifically, accelerated students tend to outperform students who are not accelerated in their performance on standardized achievement tests, college grades, degrees obtained, status of universities or colleges attended, and career status. Accelerants equal or surpass non-accelerants in self-concept, self-esteem, self-confidence, social relationships, participation in extracurricular activities, and life satisfaction. It is informative for policy-makers that acceleration programs, especially university-based early college entrance programs, have been frequently assessed and appear to be the most effective. In summary, acceleration can be effective both in K-12 education and in college. Parents are encouraged to consider acceleration for their academically talented children and educators are encouraged to make acceleration options available.

Grade Skipping From the Perspective of Teachers in Germany

“…In addition, three quarters of our sample had previously taught students who had skipped a grade, and the overwhelming majority of teachers experienced this as positive or at least as not exclusively negative. This finding is congruent with the overall positive effects of grade skipping on students' development as reported in empirical studies (Kulik, 2004;Rogers, 2015;Steenbergen-Hu & Moon, 2011). Still, teachers' positive experiences are encouraging given that Vock, Penk, and Köller (2014) had previously shown in a large unselected German student sample that a substantial proportion of students who had skipped a grade had cognitive abilities only slightly above average and only modest scores on standardized achievement tests; apparently, teachers had encouraged or at least allowed many students to skip a grade when the students did not have the necessary preconditions for acceleration and among whom the authors subsequently found a significantly increased rate of class repeaters.…”

“…Results on the social and emotional development of students who have skipped a grade are more controversial, which may be partly attributable to the great variety of social and psychological outcomes under investigation. Whereas some studies have found no or slightly positive overall effects (Kulik, 2004;Steenbergen-Hu & Moon, 2011), a recent meta-analysis concluded that there appear to be moderate positive effects on students' socioemotional well-being (Rogers, 2015). Therefore, grade skipping can be an effective way of supporting gifted students and students with excellent academic achievements.…”

Parent-teacher Shared Commitment as a Predictor for Teachers’ Attitudes toward Gifted Students and Gifted Education

“…This begs the question of whether teachers fully understand that acceleration is one type of current research-based programming for gifted students (Colangelo, Assouline, & Gross, 2004;Rogers, 2004;Steenbergen-Hu, & Moon, 2011). Can they truly support what they do not know?…”

How to raise a genius: lessons from a 45-year study of super-smart children

“…But education researchers generally agree that acceleration benefits the vast majority of gifted children socially and emotionally, as well as academically and professionally 7 . Skipping grades is not the only option.…”