Acceleration & Grouping Practices the RESOURCES at TAMS HELPED ME START MY NONPROFIT

V o l u m e XXXV, I s s u e 3, 2014

Journal of the Texas Association for the Gifted & Talented • Member, National Association for Gifted Children (NAGC) ISSNTEMPO 2168-4731 (Print) • ISSN 2168-4774 (Online)

Acceleration & Grouping Practices THE RESOURCES AT TAMS HELPED ME START MY NONPROFIT.

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— ALBERTO HIM TAMS STUDENT AND CEO, EVERCARE MEDICAL FOUNDATION

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IN EVERY ISSUE

From the Editor TEMPO 4 Krystal Goree, Ph.D. From the Executive Director 5 JJ Colburn, CAE C.P.’s Corner 27 Clyde Peterson

FEATURES

From a Nation Deceived to a Nation Empowered: 6 A Never-Ending Story Susan Assouline, Ph.D., Staci Fosenburg, and Katherine Schabilion

The Need for Speed 14 by Linda N. Lucksinger, Ph.D. What the Research Says About Acceleration 18 and Grouping Practices Yara N. Farah, Sonia L. Parker, and Susan K. Johnsen, Ph.D.

TEMPO EDITOR Krystal Goree, Ph.D. DESIGN EDITOR TAGT PRESIDENT Marjorie Parker Mary Christopher, Ph.D. COPY EDITOR EXECUTIVE DIRECTOR Jennifer Robins, Ph.D. JJ Colburn

The Texas Association for the Gifted & Talented (TAGT) is a nonprofit organization of parents and professionals promoting appropriate education for gifted and talented students in the state of Texas. TEMPO is the official journal of the Texas Association for the Gifted & Talented. It is published four times a year. The subscription is a benefit for TAGT members. Material appearing in TEMPO may be reprinted unless otherwise noted. When copying an article please cite TEMPO and TAGT as the source. We appreciate copies of publications containing TEMPO reprints. Address correspondence concerning the Texas Association for the Gifted & Talented (including subscription questions) to TAGT, 1524 S. IH 35, Suite 205, Austin, Texas, 78704. Call TAGT at 512/499-8248, FAX 512/499-8264. ADDRESS CORRECTION REQUESTED: Please notify TAGT if you are moving or if your mailing address has changed. TAGT publications are sent via third-class mail and are not forwarded by the post office. Be sure to renew your membership. You will not receive TAGT publications or Opinions expressed by individual authors do not mailings after your membership expiration date. necessarily represent official positions of TAGT. from the editor by Krystal Goree, Ph.D.

ot very long ago, I entered a with this youngster, her group was called to the front of the Kindergarten classroom to observe a room for direct instruction with the teacher, during which teacher who was providing instruction time she worked with the other students in her group to in literacy. Reportedly, students were identify phonemes in three-letter words. grouped at tables according to ability. As I I share this one example to encourage educators and observed, I noticed that the children were parents to consider searching their hearts as well as the Nworking independently on worksheets at their tables until it literature in light of a couple of questions: (a) What are the was their group’s turn to join their teacher on a mat at the positive and negative aspects of accelerating bright children front of the classroom where they received direct instruc- in their area(s) of strength? (b) Does grouping children as a tion in phonics. The direct instruction involved the teacher form of acceleration make any difference if the instruction taking the students through a deck of cards that focused is not differentiated to be commensurate with the academic on phonemes. At first, I thought perhaps each group would achievement of the students? receive different instruction when it was their turn to go to Ten years ago, A Nation Deceived: How Schools Hold the mat and work with the teacher and that the worksheets Back America’s Brightest Students (Colangelo, Assouline, being completed by students at the various tables might & Gross, 2004) was published. This two-volume pub- be different based on preassessments. I was incorrect. In fact, as I walked around the room to observe the children lication provided valuable information regarding the working at their tables, I quickly noticed that every child various forms of academic acceleration and its benefits was completing the same cut-and-paste worksheets. In addi- when used with bright students; however, according to tion, as groups of children rotated through the direct teach Assouline, Fosenburg, & Schabilion (2014), “accelera- center, they were guided through the same deck of phonics tion remains an underused intervention” (p. 12). Soon, A cards and received the same instruction by the teacher. Nation Empowered: Evidence Trumps the Excuses That Hold The scenario I have described concerned me for various Back America’s Brightest Students (Assouline, Colangelo, & reasons, but I want to share the story of one particular stu- VanTassel-Baska, 2015) will be published. In this issue of dent who sat at a table at the back of the room. Her group TEMPO, Susan Assouline, Staci Fosenburg, and Katherine had not yet rotated to the mat to work with the teacher and, Schabilion describe interesting aspects of this upcoming yet, she had easily and correctly completed all three of her publication and invite TEMPO readers to participate in cut-and-paste worksheets, which involved cutting out three research to advance knowledge in the area of acceleration. letters and gluing them on the page to make words to match In addition to the article introducing A Nation Empowered, pictures on the sheets. When she finished her worksheets, she Linda Lucksinger contributes an article entitled The reached into her desk, got out a book, and began to read. I Need for Speed and Yara Farah, Sonia Parker, and Susan asked her what she was reading, and she explained that Judy Johnsen share What the Research Says About Acceleration Blume was her favorite author and she was “currently reading and Grouping Practices. I want to thank these authors and Superfudge.” She went on to explain that Tales of a Fourth researchers for sharing of their time and talent to advance Grade Nothing was actually her favorite book by Judy Blume the knowledge of TEMPO readers and help us to answer (out of the ones she had read so far) and to tell me why she some questions about acceleration and grouping practices enjoyed that book so much. Soon after my brief conversation Continued on page 29

4 Tempo • Vol. XXXV, No. 3, 2014 from the executive director by JJ Colburn, CAE

or more than 35 years, the Texas movement and continued development of our students, our Association for the Gifted & Talented has pro- association, and the field of gifted education. vided invaluable support to and a voice for the TAGT introduced the new brand at the 2014 Annual gifted community in Texas. As a successful cause- Conference in December and we are pleased to share this driven organization, TAGT strives to build on with you here. the strong foundation of the past, yet thought- Ffully evolve and guide messaging for the future. One of the current strategic initiatives established by the TAGT Board of Directors is to “evaluate and stabilize a brand that estab- lishes an awareness of our association and communicates our message effectively.” To achieve this strategy, a group of TAGT members and supporters engaged in a comprehensive process that resulted in a sharpened messaging platform and logo revision that more clearly communicates TAGT efforts. TAGT connects and empowers educators and parents In his book, Start With Why, author and thought leader to meet the unique needs of gifted and talented students Simon Sinek writes “Very few people or companies can from every cultural background who see the world in clearly articulate WHY they do WHAT they do. By WHY unique ways and are developing minds that just might I mean your purpose, cause or belief—WHY does your discover innovative answers to the most challenging company exist? WHY do you get out of bed every morning? questions of their generation. And WHY should anyone care?” Thinking Beyond We are excited that our new messaging platform and the TAGT provides tools and resources to inspire students visual representation of our logo more effectively communi- to fulfill their unique potential—beyond subject matter cates our “WHY.” For you, our members, we hope that the and grade level expectations. message will inspire you and provide powerful language to help you communicate your own “why” to others regarding Creating Connections your passion for gifted students. Involvement in TAGT is the most powerful way to guide If you look closely at the new logo, you will notice three ele- gifted students in schools and in homes. ments that work together to tell our story. In the logo mark, the Shaping Opportunities design isn’t simply an interesting graphic—it is actually four By leading relevant conversations, TAGT promotes synapses joined together. The use of the synapse represents the awareness of effective gifted education strategies and unique ways gifted students process information and perceive the limitless possibilities represented in G/T students. the world. The number of synapses used isn’t random; they represent four primary stakeholder groups involved with TAGT: Join with TAGT as we move forward and continue to K–12 educators, parents, university leaders, and students. And positively impact the lives of the gifted and talented. finally, the color gradient is designed to communicate forward

Texas Association for the Gifted & Talented 5 From aa NationNation DeceivedDeceived to aa NationNation EmpoweredEmpowered —A Never-Ending Story Susan Assouline, Ph.D., Staci Fosenburg, and Katherine Schabilion

6 Tempo • Vol. XXXV, No. 3, 2014 coincides with the 10th anni- This Tempo article versary of the two-volume publication, A Nation Deceived: How Schools Hold Back America’s Brightest Students (Colangelo, Assouline, & Gross, 2004). A Nation Deceived, funded by the John Templeton Foundation, was the springboard for a series of Templeton-funded projects, including the translation of Volume I of A Nation Deceived into nine languages; the establishment of the Institute for Research and Policy on Acceleration (IRPA); and the publication of Guidelines for Developing an Academic Acceleration Policy (IRPA, NAGC, & CSDPG, 2009). The original goal for A Nation Deceived was to create a publication that would go to multiple stakeholders, including educators, school board members, and leg- islators, for the express purpose of initi- ating or expanding the conversation about the academic intervention of acceleration. The purpose of this article is to briefly review A Nation Deceived and the spin-off products, all of which have contributed to the newest install- ment of our “never-ending story” about academic acceleration, A Nation Empowered: Evidence Trumps the Excuses That Hold Back America’s Brightest Students (Assouline, Colangelo, VanTassel-Baska, & Lupkowski- Shoplik, in press).

INTRODUCTION Academic acceleration is a simple and effective educational intervention that allows high-ability students to progress through an educational program at a rate faster or at an age younger than typical (Pressey, 1949). Schiever and Maker (2003) considered the intervention to be both a curriculum

Texas Association for the Gifted & Talented 7 Table 1. A Nation Deceived Impact Statistics Hits to the Published in Other Product website Page Views Downloads Languages A Nation Deceived 4.399 million 432,662 Volume I: 114,771; Volume I: hits Volume II: 42,233 Arabic, Chinese, French, German, Hindi, Japanese, Korean, Russian, Spanish Institute for Research and 806,393 Policy on Acceleration Guidelines to Developing an 6,295 Korean Acceleration Policy

model (students receive advanced cur- rience psychological distress if they are The Institute for Research riculum at a faster pace) as well as a placed with older students. In contrast and Policy on Acceleration service delivery model (students receive to myth-based decisions, educators are The Belin-Blank Center was services at a younger than typical age). encouraged to make informed deci- awarded funding (2006–2012) from A concise, yet very thorough presenta- sions based upon research presented in the John Templeton Foundation tion of the 18 types of acceleration, as Volume II of A Nation Deceived (e.g., to establish the Institute for well as the issues associated with the “None of the [acceleration] options has Research and Policy on Acceleration intervention, are presented by Southern been shown to do psychosocial dam- (IRPA; www.accelerationinstitute.org). and Jones (2004). Ironically, academic age to gifted students as a group; when Although no longer funded by the John acceleration is among the most-re- effects are noted, they are usually [but Templeton Foundation, IRPA remains searched interventions for academ- not invariably] in a positive direction” a central component to the Belin-Blank ically able students, yet it is the least [Robinson, 2004, p. 64]). Center’s mission. The IRPA web- used. Gallagher (2004) asked, “How site hosts a comprehensive annotated can we account for the lack of educa- bibliography, which is continuously THE GROWTH OF tional action in the face of the positive updated and revised. The most recent AWARENESS [research] reactions to programs and revision paid particular attention to their positive evaluation findings?” A Nation Deceived (Colangelo the anticipated Spring 2015 release of (p. 49). Indeed, it is the discrepancy et al., 2004) was intended for a U.S. A Nation Empowered (Assouline et al., between the research support for audience; however, given that one of 2015) by assigning topical, rather than acceleration and the lack of policy and the authors, Miraca Gross, was affili- methodological, categories based on implementation that was the impetus ated with the University of New South the subjects to be covered in the report. for the John Templeton Foundation to Wales in Sydney, Australia, and in During the 2014–2015 academic year, a fund Colangelo, et al. (2004) to pro- light of the multiple international col- number of other features on the IRPA duce A Nation Deceived, the two-vol- leagues of Colangelo, Assouline, and website were continuously updated, ume report that coalesced five decades Gross, the John Templeton Foundation including the state policy map and the of research on acceleration. Volume I recognized that the potential impact Question & Answer page. The IRPA synthesized the research-based articles could extend beyond the U.S. borders. website also hosts several resources for that were published in Volume II, the The Belin-Blank Center received a educators and policy-makers including edited volume. Volume I was generated grant to translate Volume I into nine Guidelines for Developing an Academic to address the misconceptions that were languages (see Table 1). The English Acceleration Policy (IRPA, NAGC, & holding back educators from offering version of Volume I is available at no CSDPG, 2009), which is especially the academic intervention known to cost on the iTunes store. All versions of critical to IRPA’s mission to serve as a be most effective for high-ability stu- Volume I are available on the University clearinghouse for research and policy dents. Both Volume I and Volume II of Iowa’s Belin-Blank Center website on acceleration. of A Nation Deceived were created to (http://www2.education.uiowa.edu/ change the conversation from myth- belinblank/researchers/). Guidelines for Developing based discussions to evidence-based As evidenced in Table 1, the impact an Academic decisions. A prime example of an accel- of Nation Deceived has gone well beyond Acceleration Policy eration myth is that students will expe- the reach of the 50 United States. In a collaborative effort, IRPA,

8 Tempo • Vol. XXXV, No. 3, 2014 NAGC, and the Council of State 2004), it is apparent that much has (Assouline et al., 2015) offers addi- Directors of Programs for the Gifted been done . . . but there is still much to tional evidence and highlights the (CSDPG) published Guidelines for do. The most recent State of the States in facts countering the misconceptions Developing an Academic Acceleration Gifted Education 2012–2013 (CSDPG that seem to continue to hold people Policy in 2009 (http://www. & NAGC, 2013) reported little change back from implementing this educa- accelerationinstitute.org/Resources/ with regard to state policy on acceler- tional option. The main stakeholders Policy_Guidelines/). The Guidelines ation over the past several years. On a in the educational arena—students document provides policy-makers positive note, only one state (Louisiana) and teachers—can now go beyond with examples and checklists aimed at out of the 42 states that responded in dialogue about the relevance of aca- supporting efforts to write acceleration 2012–2013 to the survey items used demic acceleration because they are policy. Policy is important because it to generate the report does not permit empowered to make evidence-based formalizes opportunities for the vari- acceleration. Nine states (an increase of decisions about appropriate academic ety of academic interventions available one state over a 5-year period) specifi- interventions for highly capable to educators and administrators. cally permit acceleration; 11 states (an students. increase of four states) leave the deci- All chapters originally in Volume Other Resources II of A Nation Deceived have been Once policy is in place, how does A prime example of updated and, in some cases, new an educational team make the decision an acceleration myth authors have been brought on board. to implement the intervention? The Several new chapters have been IRPA website offers information about is that students included to reflect the change in the the Iowa Acceleration Scale 3rd Edition will experience educational landscape over the past (Assouline, Colangelo, Lupkowski- ten years. The new chapters and/or Shoplik, Lipscomb, & Forstadt, 2009), psychological distress new authors are listed in Table 2. which is a decision-making measure to help schools make objective and effec- if they are placed with A SNEAK PEEK AT VOLUME II tive decisions regarding whole-grade older students. acceleration for students in K–8. The IAS guides a child-study team that Research Synthesis includes current and receiving teach- sion to local education agencies (LEAs); Karen Rogers’s (2015) chapter, enti- ers, the gifted facilitator, the school and 21 states (a decrease by seven states) tled “The Academic, Socialization, and counselor, other professionals, and have no specific policy, thus, leaving it Psychological Effects of Acceleration: the parents. The IAS, which pre-dates to the LEAs to determine. Even among Research Synthesis Update,” builds and Nation Deceived by several years, was states that permit acceleration and/or expands upon her chapter in A Nation developed for whole-grade acceleration, leave it up to the LEAs, the applica- Deceived (Rogers, 2004) and her anal- although the sections (e.g., consider- tion of policy varies widely. For exam- ysis from 1990 to 2008 (Rogers, 2010). ation of a student’s ability, aptitude, ple, there are many variations of early The original chapter remains highly achievement, social-emotional sta- entrance to Kindergarten policies, informative; however, the updated tus, and various other developmental and the date by which students must chapter provides even stronger evi- factors) are relevant for single-subject be 5 years old in order to be enrolled dence of the academic, psychological, acceleration as well. Building upon the in Kindergarten is inconsistent across and social benefits of academic acceler- success of the IAS, the Belin-Blank states and LEAs. ation for school-aged students. Rogers’s Center also has developed an online update offers a very strong link between tool for single-subject acceleration in the research about the various forms of INFORMED GROWTH math or science, IDEAL Solutions whole-grade or single-subject acceler- ® AND EXPANSION: A for STEM Acceleration (http://www. ation and the practice. Of particular NATION EMPOWERED idealsolutionsmath.com/). importance are the findings on social A Nation Deceived (Colangelo and psychological outcomes, which, as et al., 2004) was created to initiate a Rogers explains, were not previously CURRENT STATE OF new dialogue and/or change the con- reported as consistently as they are in ACADEMIC ACCELERATION versation about the implementation the updated chapter. Rogers’s chapter IN THE U.S. of acceleration. A Nation Empowered: is thorough and professional, taking Ten years after the publication of Evidence Trumps the Excuses That the researcher and educator through A Nation Deceived (Colangelo et al., Hold Back America’s Brightest Students an extensive discussion of the method-

Texas Association for the Gifted & Talented 9 growth in months. An effect size of .67 Table 2. New Chapters or New Authors, Volume II, is equivalent to academic growth of Nation Empowered* almost seven months. The effect size of Titles of New Chapters or Chapters 1.56 for Saturday classes on a univer- With New Authors Authors sity campus represents one and a half Long-term Effects of Educational Jonathan Wai years’ additional growth beyond the Acceleration expected growth of one year’s achieve- Public Policy and Acceleration of Gifted Joyce VanTassel-Baska ment within that year! Students Acceleration and STEM Education Lori Ihrig and Kate Impact of Academic Degner Acceleration on Effects of Academic Acceleration on the Tracy Cross, Lori Adult Careers Social-Emotional Lives of Gifted Students Andersen, and Whereas Rogers’s chapter pro- Sakhavat Mammadov vides a research update since the pub- Twice-Exceptional Students Megan Foley Nicpon and lication of A Nation Deceived, Katie Charles Cederberg McClarty’s (2015) chapter, “Early to Early to Rise: The Effects of Acceleration Katie McClarty Rise: The Effects of Acceleration on on Occupational Prestige, Earnings, and Occupational Prestige, Earnings, and Satisfaction Satisfaction,” presents a new area of Radical Acceleration Jae Yup Jung and exploration. McClarty compared two Miraca Gross groups of high-ability individuals: those State Residential STEM Schools: A Model for Julia Roberts and Corey who were accelerated and those who Accelerated Learning Alderline were not. The accelerated individuals Diverse Populations in Acceleration Jonathan Plucker had more prestigious occupations and Professional Development for Teachers Laurie Croft and were more successful. They also earned and School Counselors: Empowering a Susannah Wood more and increased their income more Change in Perception and Practice of rapidly than peers with similar ability Acceleration who were not accelerated. McClarty’s Content Acceleration: The Critical Joyce VanTassel-Baska and Rogers’s chapters offer only a brief Pathway for Adapting the Common and Susan Johnsen Core State Standards for Gifted Students preview of the strong evidence base for acceleration to be detailed in the pages Stories of Acceleration in Australia: Katherine Hoeckman, Flexible Pacing Opens the Way for Early Lye Chan Long, Marie of A Nation Empowered. University Admission Young, and Helen VanVliet Professional Development Academic Acceleration in Europe: Lianne Hoogeveen Understanding the research is A Comparison of Accelerative critical to the professional develop- Opportunities and Activities ment of educators and other support *All chapters that were in Nation Deceived, Volume II will be included in Nation staff. For this reason, Laurie Croft and Empowered; however, they are not listed in this table if the title and authors have Susannah Wood (2015) have contrib- not changed. uted a chapter in the new publication that explores possibilities for profes- ology involved in her research as well result in substantial academic achieve- sional learning to help educators and as the statistical indicator, effect size, ment for gifted learners.” school counselors better understand which provides empirical support for Table 3 reveals that all forms of issues and strategies of acceleration. whether or not an intervention makes whole-grade acceleration, early admis- These authors make salient the find- ing that current trends in professional a difference. Rogers concludes that sion to university, grade skipping, and development are often inappropriate “The research on academic acceler- radical acceleration are effective. The for educators interested in utilizing ation since 2008, as reported [in the most effective form seems to be whole- acceleration to meet the needs of to-be-published chapter], provides edu- grade acceleration. The academic effect gifted learners. They present a vibrant cational decision-makers with a large, size of .67 that was reported for whole- model of professional development, research-supported menu of accelerative grade acceleration can be meaning- the Belin-Blank Dynamic Model of options that have been demonstrated to fully interpreted in terms of academic Professional Development (Assouline,

10 Tempo • Vol. XXXV, No. 3, 2014 Blando, Croft, Baldus, & Colangelo, 2009) to promote a change process for Table 3. Highlights From Tables 2 and 3 in Rogers’s practitioners, who are often isolated in to-Be-Published Chapter buildings where no other profession- Mean als share their educational philosophy. Number of Number of Effect Croft’s and Wood’s chapter provides Acceleration Option Type of Effect Studies Outcomes Size strategies for professional learning that Early admission to Academic 10 23 +0.23 university include both reflection and enactment Social 4 6 +0.18 of acceleration options. Adjustment Grade Skipping Academic 5 8 +0.67 YOU CAN ADD YOUR VOICE Social 4 4 +0.34 TO NATION EMPOWERED Adjustment Radical Academic 4 5 +0.61 Volume I of A Nation Deceived Acceleration Social 4 10 +0.18 was comprised of 13 very concise chap- Adjustment ters ranging from “America Ignores Saturday Classes on Academic 1 1 +1.56 Excellence” to “How Teachers Can University Campus Help.” In particular, suggestions were Compacting Academic 1 18 +0.20 included to show teachers how they could help change the climate sur- This table reports selected mean effect sizes for academic and social adjustment effects for the three grade-based acceleration options and for the highest and rounding academic acceleration and lowest academic effects of subject-based options. gifted education (Colangelo et al., 2004). That volume also included interviews with two college of education ically consisted of 30–40 individuals, their school districts failed to offer deans regarding their opinions about provided an opportunity to begin to them support to enhance their compe- practices surrounding acceleration and explore how gifted educators experience tence for providing gifted education. the preparation of educators to work academic acceleration in their schools. Based on the themes identified with gifted students. The emphasis on Several focus groups were conducted, above, the survey addresses several gifted education has increased signifi- during which educators were invited areas related to gifted education. Some cantly over the past decade (Duffet, to provide input about their training of the major topics address the ways Farkas, & Loveless, 2008). However, for working with gifted and talented in which individuals have been or are educator training and preparedness students as well as how they view accel- being prepared to teach gifted learners. seem not to have caught up. In the pro- eration in educational settings. This survey, which takes 10–15 min- cess of generating A Nation Empowered, The focus groups were an excel- utes to complete and is designed to the editors realized that important lent way to gauge the local climate, adapt for specificity depending on the but clearly were not a sustainable voices were missing from this discus- individual taking it, is also intended to model for assessing the national cli- sion of acceleration practice: those of gather information about the breadth mate. However, the responses in the the teachers. The editorial team imme- and depth of knowledge regarding the diately took action to help make these focus groups helped guide the devel- practice of academic acceleration in its voices heard. A Nation Empowered is in opment of a survey with more targeted varying forms. press; however, because it will be avail- questions. Some common themes The interview of two college deans able both in print and digitally, there that emerged from the focus groups A Nation Deceived will be periodic updates, which means included: (a) teachers felt they received that was presented in that educators still can be involved— little instruction during their under- was fruitful. However, A Nation read on! graduate training in how to iden- Empowered aims to provide insight tify and meet the educational needs into the preparation and direct expe- Focus Groups and Surveys of gifted students; (b) educators felt rience of those professionals who work Give Voice to Educators that their communities still believed with the students. If you would like During summer 2014, the Belin- acceleration to be detrimental socially to help inform A Nation Empowered Blank Center hosted a variety of pro- and emotionally for children; (c) few by sharing your perspective, please fessional development programs in educators knew the full spectrum of visit the link below to complete the the area of gifted education and best acceleration options available; and (d) survey: https://uiowa.qualtrics.com/ practices. These programs, which typ- nearly all of the educators felt that SE/?SID=SV_431Yd3WwTory9rD.

Texas Association for the Gifted & Talented 11 THE CONTINUING STORY not developed with the gifted learner in interests of the students, the more they mind. Highly able students will need approximate the intervention of aca- The title, A Nation Deceived: How challenges that exceed the limits of the demic acceleration. However, enrich- Schools Hold Back America’s Brightest core curriculum. ment and differentiation must include Students, was provocative by design. A Enrichment programming was and a faster pace and higher level of con- Nation Empowered: Evidence Trumps the remains the most-used service delivery tent to have the same positive impact Excuses That Hold Back America’s Brightest approach for gifted students (CSDPG & as acceleration. Reform models, such Students is meant to be equally strong, NAGC, 2013). For too long enrichment as the Common Core State Standards, as well as proactive in advancing a phi- has been perceived as the “opposite” of which are driving the core curriculum, losophy that reflects the transformation, acceleration. That attitude sets up an are models that were not developed for through knowledge and information, of unrealistic dichotomy that ignores the the highly able student and cannot our ability to demonstrate an action-ori- many tools now available to educators. be considered to be responsive to the ented focus based on full awareness and Enrichment programming provides high-ability student’s developmental competence related to the intervention. “richer, more varied educational experi- needs. Academic acceleration, in all its The various forms of academic ences, a curriculum that has been mod- forms, represents an educational inter- acceleration occur within an educa- ified or added to in some way” (Schiever vention that is based upon the develop- tional environment. That environ- & Maker, 2003, p. 164). Enrichment mental needs of the student. A Nation Deceived: How Schools Hold Back A Nation Empowered: Evidence Trumps the Excuses America’s Brightest Students (Volumes I That Hold Back America’s Brightest Students not and II; Colangelo et al., 2004) started only continues the dialogue, but is action-oriented the conversation. A Nation Empowered: Evidence Trumps the Excuses That Hold so that all stakeholders have, at their Fingertips, Back America’s Brightest Students not the knowledge and tools to make the right only continues the dialogue, but is decisions about high-ability students. action-oriented so that all stakeholders have, at their fingertips, the knowledge and tools to make the right decisions programs are common in schools and about high-ability students. ment includes a robust background in typically strive to add depth and breadth enrichment programming, a continu- to the regular curriculum through ing interest in serving the needs of all resource rooms and/or special interest REFERENCES students through differentiation, and clubs. However, most enrichment pro- constant educational reform efforts, Assouline, S. G, Colangelo, N., Lupkow- gramming is not focused on providing ski-Shoplik, A., Forstadt, L., & Lip- the most recent of which are focused access to accelerated curriculum. scomb, J. (2009). Iowa Acceleration on the core curriculum. In addition to enrichment- Scale manual: A guide for whole-grade Despite the advances and impact of focused programming, some schools acceleration K–8 (3rd ed.). Scottsdale, A Nation Deceived and the Institute for adopt differentiation as an approach AZ: Great Potential Press. Research and Policy on Acceleration, to serving the needs of all students. Assouline, S. G., Colangelo, N., VanTas- acceleration remains an underused Differentiation is a modification of sel-Baska, J., & Lupkowski-Shoplik, A. intervention. Many administrators both the curriculum and instructional E. (in press). A nation empowered: Evi- still consider current practices, such delivery to meet the diverse learn- dence trumps the excuses that hold back as enrichment and differentiation, to ing needs of students in classrooms America’s brightest students (Vol. II). be sufficient. Indeed, the recent focus (Tomlinson & Strickland, 2005). Iowa City, IA: The University of Iowa, on the core curriculum for reading and However, the scope of individual The Connie Belin & Jacqueline N. Blank International Center for Gifted math and new standards for science differences and academic needs in a Education and Talent Development. represent the most recent excuse for not single classroom, especially at the ele- Assouline, S. G., Blando, C. A., Croft, implementing acceleration. Educators mentary and middle-school level, may L. J., Baldus, C. M., & Colangelo, are indicating that administrators are exceed most classroom teachers’ level N. (2009). Promoting excellence: promoting the core curriculum as a suf- of expertise (e.g., advanced content Acceleration through enrichment. ficient intervention for gifted students. in science and math) and training or In J. S. Renzulli, E. J. Gubbins, K. The core curriculum, while increasing experience (Hertberg-Davis, 2009). S. McMillen, R. D. Eckert, & C. A. accountability and ensuring more con- The more closely enrichment and Little (Eds.), Systems & models for sistency across districts and states, was differentiation match the ability and developing programs for the gifted &

12 Tempo • Vol. XXXV, No. 3, 2014 talented (1–15). Mansfield Center, lines for developing an academic accel- A nation empowered: Evidence trumps CT: Creative Learning Press. eration policy. Iowa City, IA: Author. the excuses that hold back America’s Colangelo, N., Assouline, S. G., & Gross, McClarty, K. L . (2015). Early to rise: The brightest students. (Vol. II). Iowa M. U. M. (Eds.). (2004). A nation effects on acceleration on occupational City, IA: The University of Iowa, The deceived: How schools hold back Amer- prestige, earning, and satisfaction. In Connie Belin & Jacqueline N. Blank ica’s brightest students (Vols. I and II). S. G. Assouline, N. Colangelo, J. Van- International Center for Gifted Edu- Iowa City, IA: The University of Iowa, Tassel-Baska, & A. Lupkowski-Shop- cation and Talent Development. The Connie Belin & Jacqueline N. lik (Eds.). A nation empowered: Evi- Schiever, S. W., & Maker, C. J. (2003). Blank International Center for Gifted dence trumps the excuses that hold back New directions in enrichment and Education and Talent Development. America’s brightest students (Vol. II). acceleration. In N. Colangelo & G. Council of State Directors of Programs Iowa City, IA: The University of Iowa, A. Davis (Eds.), Handbook of gifted for the Gifted, & National Associ- The Connie Belin & Jacqueline N. education (3rd ed., pp. 163–173). ation for Gifted Children (2013). Blank International Center for Gifted Boston: Allyn & Bacon. State of the states in gifted education Education and Talent Development. Southern, W. T., & Jones, E. D. (2004). 2012–2013: National policy and prac- Pressey, S. L. (1949). Educational acceler- Types of acceleration: Dimensions ation: Appraisals and basic problems tice data. Washington, DC: Author . and issues. In N. Colangelo, S. G. Bureau of Educational Research Croft, L. J., & Wood, S. (2015). Profes- Assouline, & M. U. M. Gross (Eds.), Monographs, No. 31. Columbus: sional development for teachers and A nation deceived: How schools hold Ohio State University Press. school counselors: Empowering a back America’s brightest students (Vol. Robinson, N. (2004). Effects of acceler- change in perception and practice of II, pp. 5–12). Iowa City, IA: The Uni- ation on the social-emotional status acceleration. In S. G. Assouline, N. versity of Iowa, The Connie Belin & of gifted students. In N. Colangelo, Colangelo, J. VanTassel-Baska, & A. Jacqueline N. Blank International Lupkowski-Shoplik (Eds.), A nation S. G. Assouline, & M. U. M. Gross A nation deceived: How schools Center for Gifted Education and empowered: Evidence trumps the (Eds.). hold back America’s brightest students Talent Development. excuses that hold back America’s bright- (Vol. II). Iowa City, IA: The Univer- Tomlinson, C. A., & Strickland, C. A. est students. (Vol. II). Iowa City, IA: sity of Iowa, The Connie Belin & (2005). Differentiation in practice: A The University of Iowa, The Connie Jacqueline N. Blank International resource guide for differentiating cur- Belin & Jacqueline N. Blank Inter- Center for Gifted Education and riculum, grades 9–12. Alexandria, national Center for Gifted Education Talent Development. VA: ASCD. and Talent Development. Rogers, K. B. (2004). The academic effects Duffet, A., Farkas, S., & Loveless, T. Susan Assouline, Ph.D., is a professor in the of acceleration. In N. Colangelo, S. (2008). High achieving students in School Psychology program at The University G. Assouline, & M. U. M. Gross the era of NCLB. Washington, DC: of Iowa (UI) and the director of the UI Belin- (Eds.), A nation deceived: How schools Blank Center. She is co-developer of The Thomas B. Fordham Institute. hold back America’s brightest students Iowa Acceleration Scale (2009; with Nicholas Gallagher, J. J. (2004). Public policy and (Vol. II, pp. 47–58). Iowa City, IA: Colangelo, Ann Lupkowski-Shoplik, Jonathan acceleration of gifted students. In N. The University of Iowa, The Connie Lipscomb, & Leslie Forstadt), a tool designed to Colangelo, S. G. Assouline, & M. U. Belin & Jacqueline N. Blank Inter- guide educators and parents through decisions about accelerating students. In 2004, she co-au- M. Gross (Eds.), A nation deceived: national Center for Gifted Education thored, with Nicholas Colangelo and Miraca U. How schools hold back America’s bright- and Talent Development. est students (Vol. II, pp. 39–46). Iowa M. Gross, A Nation Deceived: How Schools Hold Rogers, K. B. (2010). Academic accelera- Back America’s Brightest Students. City, IA: The University of Iowa, The tion and giftedness: The research from Staci Fosenburg is a third-year doctoral Connie Belin & Jacqueline N. Blank 1990 to 2008: A best-evidence synthesis. student in the Counseling Psychology Program International Center for Gifted Edu- In N. Colangelo, S. G. Assouline, D. at The University of Iowa. She is pursuing pro- cation and Talent Development. Lohman, & M. A. Marron (Eds.), Pro- fessional interests in working with children and Hertberg-Davis, H. (2009). Myth 7: Dif- ceedings of the 2008 Wallace Symposium adolescents at the Belin-Blank Center for Gifted ferentiation in the regular classroom Education and Talent Development, where she poster session on academic acceleration (pp. serves as a graduate assistant and practicum stu- is equivalent to gifted programs and 1–6). Iowa City, IA: The Institute for dent. Staci’s research interests include resource is sufficient: Classroom teachers have Research and Policy on Acceleration provision for gifted learners, the impact of the time, the skill, and the will dif- at the Connie Belin & Jacqueline N. twice-exceptionality on socioemotional devel- ferentiate adequately. Gifted Child Blank International Center for Gifted opment, and autism spectrum disorders. Quarterly, 53, 251–253. Education and Talent Development. Katherine Schabilion is a second-year Institute for Research and Policy on Rogers, K. (in press). The academic, social- student in the School Psychology Program at The University of Iowa. She is interested in Acceleration, National Association ization, and psychological effects studying the needs of gifted and twice-excep- for Gifted Children, & The Council of acceleration: Research synthesis tional students. She is also involved in research of State Directors of Programs for the update. In S. G. Assouline, N. Col- regarding the use of acceleration as an academic Gifted. (2009, November). Guide- angelo, & J. VanTassel-Baska (Eds.), intervention.

Texas Association for the Gifted & Talented 13 Linda N. Lucksinger, Ph.D.

14 Tempo • Vol. XXXV, No. 3, 2014 because you really exceeded the acceptable limit. Now you must pay the price. If you had conformed in the first place, you would have avoided the unhappy experience. Now as you drive back to town, you are careful to keep pace with everyone else. It’s not fun driving this sport car now. As you return home, you consider what you should do: Park the car and use it occasionally? Sell it and get something out of it? Park it and never use it? What to do? You tell your story to friends and family. Some say for- get it, sell it, and get a car like mine. Others say join a sport car club, go with the club to the special track each week and IMAGINE drive your car like you know it needs to be driven. Besides, that you have been given a beautiful, bright, shiny, at the sport car club, you will be with others that you can high-performance sports car as a birthday gift. You are talk to and who have a real interest in cars like yours. They thrilled, excited, and eager to take it on the road for a spin. can teach you a lot about your new car so you can get more You get in and off you go down the street. At the red light enjoyment out of it. The track is there especially for driving you can’t help but race your engine. You enjoy the admir- fast and trying new techniques and for learning some safety ing glances you get from other motorists. You notice how and survival skills related to driving a high-performance beautiful, sleek, and special your car is compared to the car. You can meet experts, talk to the pros. The decision is others. You look at the little Volkswagen bug next to you yours. Do you keep your gift and enjoy it, or do you keep at the red light and at the big lumber truck on the other it and deny yourself the pleasure of it? Or maybe you give side. As you travel down the road you become impatient. up altogether? is The traffic is too slow, and you can’t get the full benefit of This the gifted and talented (GT) child, the gifted speed out of each of your gears. You are anxious to get out to the open road and “open her up,” unwind, and let go at Acceleration in any form top speed. You know if you are patient, the trip through town and traffic and red lights will end and then you’ll be provides excitement on the highway. So you continue to enjoy the admiring and and relief to those who sometimes envious glances you get from the other motorists. Soon, very soon, you’re sure, you’ll make it to that open are languishing in an road. But, alas, a traffic jam! As your sport car idles in the academic traffic jam. stalled traffic, it begins to overheat. You see, sport cars with high–performance engines are not constructed for idling learner. They have a need for speed, an urgency to know, or slow pacing; it can do serious damage to their engines a desire to gather information, to develop and use skills, to overheat. You become concerned and wonder if maybe and to engage with their talents. Many of them are “speed you should just turn the engine off to protect it while you freaks.” They enjoy the ride, with the top down and the wait. Just as you are about to shut it down the traffic begins wind in their hair. When their need for speed is not met, to move; the pace quickens and the engine temperature some may idle, shut down, shift to a lower gear, or garage decreases. Whew! You think, “That was a close one!” themselves. Our gifted children are like the high-perfor- Up ahead you see the on-ramp to the Interstate. You mance sport car. Their birthday presents are their special are excited—now you can step on it and really fly! Off you gifts and talents. We can predict that at some points in their go roaring down the highway, weaving in and out, passing academic life gifted students will experience frustration and everyone in sight. What joy! What exhilaration! Your spirits anxiety due to a lack of academic speed. You know them. soar! . . . but, what’s this? Shiny lights flash, a siren screams. Here is Robbie, always in trouble for not settling down, What? Me? They want to stop ME? As the officer pulls you asking too many questions, finishing one task and ready for over to the side, you have that horrible anxiety attack. Your another before the teacher has the rest of the class starting once high spirits are dashed. You feel terrible. You have knots it. He plays games and invents new rules to old games to in your stomach and feel so guilty. You’d been told and had stay stimulated. Then there are Brenda and Philip wanting seen the signs. There was a speed limit, you knew that, but to do things their way, which does not always coincide this car was meant to move. It’s not fair! Why have such with the teacher’s way, often refusing to cooperate, and a lovely, wonderful gift, if you can’t use it the way it was eventually giving up and shutting down. And maybe you designed? The officer issues you a ticket, an expensive one, have met Victoria, well-liked by peers, teachers, and adults,

Texas Association for the Gifted & Talented 15 but no support for her talents at home broad and deep, yet each student has of their skills and talents and a mis- and very little encouragement from her own need for speed. match with the gifted program goals school to develop her skills. However, Fortunately, since the publica- and objectives in their schools. These the community leaders have noticed tion of A Nation Deceived (Colangelo might be the ones that stall out and her abilities and stepped in as men- et al., 2004), those interested in and exit the academic highway (i.e., drop tors and outside school opportunities concerned for gifted students are con- out). Some will find ways to acceler- allow her to soar. According to Clark tinuing to provide more research and ate on a different highway, but that (2013), “gifted students learn faster information. One group of research- journey may not always be one with a and process information more quickly. ers examined the effects of accelera- positive productive outcome. It would be as unfair to ask a gifted tion on minority gifted students (Lee, In another study, Cohen (2011) student to slow down this process as Olszewski-Kubilius, & Peternal, 2010). examined the creatively gifted person it would be to require a slower learner Using structured interviews with ele- related to acceleration, “Natural accel- to think more quickly; neither student mentary, middle school, and high eration happens through an internal fire can do what is being asked” (p. 155). school gifted students and their teach- that burns to learn and may transcend Whether it is a Robbie, a Victoria, a ers, these researchers examined the school boundaries” (p. 218). Cohen Philip, or a Brenda, one way to sup- efficacy of acceleration in an attempt advocated for different types of accel- port their need for speed is through to find out how to help the younger eration, motivated by the child’s inter- acceleration. students prepare for advanced tracks ests. The author discussed two eminent Acceleration, as a programming in high school mathematics. Results Brazilian brothers and their creative option, is a must for most of our gifted indicated that these mathematically endeavors. She believed the creatively and talented learners. The need for it talented students had enhanced moti- gifted person must follow his own path and the benefits to students are not vation and confidence and enjoyed the allowing for his own acceleration, not intellectual challenge that accelerated disputed (Colangelo, Assouline, & structured by the school. Driven by his Gross, 2004; Hargrove, 2012; Piirto, learning provided in this particular own desires, this may mean some type 2007; VanTassel-Baska & Sher, 2011). program (Project EXCITE). In addi- of acceleration outside the academic A variety of acceleration program- tion, the seven educators (teachers and environment. Cohen stated that good ming options allow gifted learners to administrators) involved generally sup- school academic gifted programs offer satisfy their need for speed. A Nation ported acceleration for academically limited curricula, even the accelerated Deceived: How Schools Hold Back gifted learners but were also aware that ones. This is why talent development America’s Brightest Students, Volume II the way acceleration is implemented should not be overlooked when con- (Colangelo et al., 2004) covers 18 types must be based on the needs of the indi- sidering how to help creatively gifted of acceleration. For best results, the vidual students. “The minority students students accelerate. type or form of acceleration must be viewed taking accelerated math courses matched to the individual learner and as exciting, beneficial, and challenging Cohen’s (2011) longitudinal study her situation. This requires the teacher and liked working ahead having a ‘leg of 72 highly able infants and children or educator to know and understand up’ compared to other students” (Lee resulted in her belief “that teaching the uniqueness of each gifted learner. et al., 2010, p. 202). This appears to toward interest themes is a natural This can be challenging. support their need for speed. motivator for student learning” (p. The diversity within According to Renzulli 219). Even in academic acceleration the gifted student (2011), “low income when the child’s “internal quests population is and minority stu- are satisfied” (p. 220), their creative dents continue to needs may also be met. Acceleration be underrepre- as a programming option is able to sented in gifted support the characteristic of curios- programs” (p. ity, persistence, highly developed lan- 61). Often guage skills, abstract thinking, keen these stu- sense of humor, heightened sense of dents are self-awareness, emotional depth and underrepre- intensity, advanced cognitive abilities, sented due and other characteristics we associate to poor with the gifted and talented learner. identi- Acceleration in any form provides fication excitement and relief to those who

16 Tempo • Vol. XXXV, No. 3, 2014 are languishing in an academic traffic emotional concerns to acceleration or and at home (8th ed). Boston, MA: jam. Ones size does not fit all. to high-ability students in general. Pearson. As educators examine their ability Siegle et al. (2013) also looked at Cohen, L. N. (2011). Natural accelera- to match GT learner needs with the GT the area of social concerns. The results tion: Supporting creative trajectories. programs in their schools, part of the indicated that a majority of these teach- Roeper Review, 33, 218–227. Colangelo, N., Assouline, S. G., & Gross, needs assessment should be teacher or ers felt accelerated students got along M. U. M. (Eds.). (2004). A nation with new classmates and were able to educator attitudes about acceleration. deceived: How schools hold back Amer- Each component in GT services must relate to them; however, 27% were ica’s brightest students (Vols. I and II). be able to support those learner needs. undecided about this issue, and 28% Iowa City, IA: The University of Iowa, Siegle, Wilson, and Little (2013) disagreed that accelerated students were The Connie Belin & Jacqueline N. explored administrator and teacher socially well adjusted. In addition, 48% Blank International Center for Gifted attitudes about acceleration using their were undecided or believed that acceler- Education and Talent Development. “Table 1: 12 Reasons Why Acceleration ated students were lonelier than others, Hargrove, K. (2012). From the classroom: Isn’t Accepted in America” (p. 28). The and 18% believed accelerated students Advocating acceleration. Gifted Child authors stated that these 12 reasons were were unpopular. A solid majority of Today, 35(1), 72–73. Lee, S. Y., Olszewski-Kubilius, P., & gleaned from A Nation Deceived: How the respondents did not have concerns Peternel, G. (2010). The efficacy Schools Hold Back America’s Brightest about developmental and age-related issues. However, they were split on of academic acceleration for gifted Students” (Colangelo et al., 2004). minority students. Gifted Child opinion about social maturity concerns Siegle et al. (2013) were interested in Quarterly, 54, 189–208. why acceleration continues to be “a for accelerated students; 31% said they Piirto, J. (2007). Talented children and controversial and underutilized strat- were socially mature, and 50% said adults: Their development and educa- egy” (p. 28). The authors surveyed 152 they were not socially mature. tion (3rd ed). Waco, TX: Prufrock educators at a summer conference on Overall, Siegle et al. (2013) found Press. the gifted and talented at a university a high confidence level for acceleration, Renzulli, J. S. (2011). More changes needed setting known more for promoting GT and educators felt that acceleration was to expand gifted identification and support. Phi Delta Kappan, 92, 33–58. enrichment. A sampling of the study’s an effective option. The teachers in this sample appeared to support A Nation Siegle, D., Wilson, H. E., & Little, C. results is provided. For details the Deceived (Colangelo et al., 2004) as A. (2013). A sample of gifted and reader is encourage to read the entire a viable option and countered some talented educators’ attitudes about report. In response to whether or not former views previously held by edu- academic acceleration. Journal of acceleration meets the needs of gifted cators. Only one fourth still had reser- Advanced Academics, 24, 27–51. learners, most respondents agreed; 80% VanTassel-Baska, J., & Sher, B. T. (2011). vations, and the authors recommended indicated that acceleration did not Accelerating learning experiences a more proactive approach to “influence harm the gifted learner’s GPA; 91% in core content areas. In J. VanTas- pre-service teachers during their teach- believed accelerated students would sel-Baska & C. A. Little (Eds.), Con- ing preparation” (p. 45). not have difficulty with new content; tent-based curriculum for high-ability The studies by Cohen (2011), Lee learners the majority believed that early college (2nd ed., pp. 49–69). Waco, et al., (2010), and Siegle et al., (2013) TX: Prufrock Press. entry was not a problem and students appear to add support to the infor- would have more college opportuni- mation found in A Nation Deceived Linda N. Lucksinger, Ph.D., is Professor of Education and Chair of the Department of ties; and 74% of teachers were con- (Colangelo et al., 2004) and indicate cerned that students would be bored Teacher Education at Angelo State University that this body of knowledge is having in San Angelo, TX. She has a combination of in their new classes. The respondents’ a positive impact on educators. The 40 years of teaching experience in public schools results were mixed with respect to emo- need for speed appears to be supported and in public and private universities. She has tional concerns. Thirty-six percent were been a member of TAGT for many years and is by changes to the speed limits so our the former TAGT Region 18 Gifted & Talented undecided as to whether acceleration gifted and talented learners can open Advocate of the Year. Dr. Lucksinger is the lowered students’ self-esteem; 9% up their sport cars and fly to their author of several articles on gifted and talented believed accelerated students were not topics and has numerous conference and work- desired destinations with help and shop presentations. She credits her life-long happy with their lives; 33% were unde- guidance along the way. concern for the needs of gifted and talented cided if accelerated students were not children to her years in the public schools and happy with their lives; and 55% did not to her early GT mentors: Dr. Bill Nash (TAMU- believe accelerated students were arro- REFERENCES College Station), Dr. Susan Johnsen (Baylor University), and the late Dr. Patricia Haensly gant. The authors noted that it was Clark, B. (2013). Growing up gifted: Devel- (TAMU-College Station). Dr. Lucksinger may unclear whether these teachers related oping the potential of children at school be contacted at [email protected].

Texas Association for the Gifted & Talented 17 WHAT THE RESEARCH SAYS ABOUT

18 Tempo • Vol. XXXV, No. 3, 2014 ACCELERATION AND

hile schools are being held accountable for equitable achievement outcomes for all of their students (Adelson & Carpenter, 2011), GROUPINGmany gifted and talented children’s progress isPRACTICES restricted by an Yara N. Farah, Winvisible ceiling of graded, group-paced curriculum (Lee, Olszewski- Kubilius, & Peternel, 2010). To counteract the limited growth of these advanced students and increase curricular flexibility, researchers Sonia L. Parker, propose ability grouping and acceleration as an effective means of instructional intervention for gifted students (Adelson & Carpenter, and Susan K. 2011; Howley et al., 2012; Lee et al., 2010; Rambo & McCoach, 2012; Steenbergen-Hu & Moon, 2010). Johnsen, Ph.D.

Acceleration is defined as an instruc- ping. The authors stated that with careful tional intervention based on “progress planning most accelerative options are through an educational program at rates effective and cost efficient in meeting the faster or at ages younger than conven- needs of advanced learners. tional” (Pressey, 1949, p. 2). Colangelo, Grouping gifted students together is Assouline, and Gross (2004) presented a another strategy that has shown positive comprehensive review of acceleration in effects for gifted and talented students their classic publication, A Nation Deceived: (Tieso, 2003). Because of its effective- How Schools Hold Back America’s Brightest ness, the National Association for Gifted Students. This report identified 18 types of Children (NAGC; 2009) published a acceleration, including early admissions, position paper on grouping outlining the Advanced Placement (AP), and grade skip- purposes for grouping and types of group-

Texas Association for the Gifted & Talented 19 ing practices. According to NAGC, a school district as it implemented a achievement gains in mathemat- there are four purposes for grouping program of acceleration over a 3-year ics, particularly when using special- gifted students: (a) to increase the period (Maggio & Sayler, 2013), and ized curricular materials. Similar ease of delivering differentiated cur- four review articles that synthesized results were found in reading when riculum, (b) to facilitate the use of prior research on acceleration prac- Kindergarten children were grouped differentiated instructional strategies, tices (Brulles & Winebrenner, 2011; by performance (Adelson & Carpenter, (c) to address specific affective needs, Colangelo et al., 2010; Gross & van 2011). In this case, smaller group sizes and (d) to allow learners to interact Vliet, 2005; Neihart, 2007). appeared to be related to higher read- with other learners of similar abilities. The majority of the study partic- ing achievement. They described two general categories ipants were students in Kindergarten The social and emotional effects of of grouping: ability grouping and through postsecondary settings with grouping were also highlighted in three performance grouping. Ability group- some studies including educators and studies. In her review, Neihart (2007) ing places students of similar ability parents. Six studies included only ele- reported these benefits of grouping: together while performance grouping mentary-aged students (Adelson & greater development of students’ career places students with similar achieve- Carpenter, 2011; Maggio & Sayler, interests, higher motivation, healthier ment levels together. 2013; Preckel & Brull, 2008; Tieso, social relationships, and more favor- Although a number of meta-an- 2005; Vogl & Preckel, 2014; Ysseldyke able attitudes towards the subject mat- alytic studies have been conducted et al., 2004), six studies involved only ter. Similarly, Vogl and Preckel (2014) (Kulik & Kulik, 1982, 1992; Slavin, high-school students (Burney, 2010; found a positive relationship between 1987, 1990) showing the positive Heilbronner et al., 2010; Hertberg- the development of acceptance and effects of grouping and acceleration, Davis & Callahan, 2008; Howley interest in school for gifted students this review includes more recent arti- et al., 2012; Richards & Omdal, when they attended special classes for cles published since 2004 in Gifted 2007; Suldo & Shaunessy-Dedrick, the gifted. The experience of working Child Today, Gifted Child Quarterly, 2013), six studies included students with equally able peers seemed to foster Journal for the Education of the Gifted, from elementary to postsecondary a positive classroom environment and a Journal of Advanced Academics, and (Adams-Byers et al., 2004; Brulles sense of social acceptance. Preckel and Roeper Review. We included empiri- et al., 2012 Kanevsky, 2011; Lee et Brull (2008) also reported an increase cal studies focusing on grouping and al., 2010; Steenbergen-Hu & Moon, in social self-concept when gifted fifth- acceleration and articles that summa- 2010; Young et al., 2011), and three grade students were placed in ability rized prior research. Using these crite- studies involved perceptions or input groups. ria, we found 26 articles. from college students, educators, and/ Two studies examined the per- Twelve of the studies used quan- or parents (Hallett & Venegas, 2011; spectives of teachers and students titative methods in their research Schultz, 2012; Siegle et al., 2013). toward differentiation. Reed (2004) (Adelson & Carpenter, 2011; Brulles, provided a teacher’s perspective on dif- Peters, & Saunders, 2012; Burney, ferentiation within a heterogeneously GROUPING 2010; Kanevsky, 2011; Preckel & grouped classroom. In the article, the Brull, 2008; Richards & Omdal, Grouping was discussed in 12 teacher discussed three differentiation 2007; Siegle, Wilson, & Little, 2013; articles (Adams et al., 2004; Adelson practices: application and extension Steenbergen-Hu & Moon, 2010; Suldo & Carpenter, 2011; Brulles et al., of class work, open-ended question & Shaunessy-Dedrick, 2013; Tieso, 2012; Brulles & Winebrenner, 2011; investigation, and student-selected 2005; Vogl & Preckel, 2014; Young, Kanevsky, 2011; Neihart, 2007; problems. Likewise, Byers et al. (2004) Worrell, & Gabelko, 2011), five studies Preckel & Brull, 2008; Reed, 2004; explored the perspectives of gifted stu- were qualitative (Hallett & Venegas, Richards & Omdal, 2007; Tieso, dents toward differentiation when they 2011; Hertberg-Davis & Callahan, 2005; Vogl & Preckel, 2014; Ysseldyke were placed in homogeneous and het- 2008; Howley et al., 2012; Lee et al., et al., 2004) with three of these specif- erogeneous groups. They found that 2010; Schultz, 2012), and three studies ically focusing on the use of differen- students in fifth through eleventh were both quantitative and qualitative tiation (Kanevsky, 2011; Reed, 2004; grades believed that they learned (Adams-Byers, Whitsell, & Moon, Tieso, 2005). more when in homogeneous groups. 2004; Heilbronner, Connell, Dobyns, The effects of grouping on When students were heterogeneously & Reis, 2010; Ysseldyke, Tardrew, achievement in core academic areas grouped, they found the work to be Betts, Thill, & Hannigan, 2004). were examined in two studies. Tieso easier and less challenging. There was one descriptive article (2005) found that ability grouping Five of the studies addressed (Reed, 2004), one article that followed for instruction resulted in significant how grouping and/or differentiation

20 Tempo • Vol. XXXV, No. 3, 2014 affected students not identified as bility, equity, and openness. Neihart by emphasizing the benefits of chal- gifted or talented. Using the school- (2007) reported that when students lenging courses, providing consistent wide cluster-grouping model (SCGM). were chosen for acceleration based on and comprehensive teacher training Adams et al. (2004), Brulles et al. social, emotional, and academic matu- in differentiation and varied instruc- (2012), and Brulles and Winebrenner rity rather than solely on intelligence tional strategies, improving equity in (2011) examined its benefits with or achievement, there were socioaffec- the courses, and investigating options all students. They reported that the tive benefits. For students who were for learners beyond AP/IB courses SCGM was an inclusive program with radically accelerated, Gross and van (Hertberg-Davis & Callahan, 2008). flexibility and creativity that met the Vliet (2005) reviewed case studies In terms of IB’s affective effects, fresh- needs of a diverse population. They and cohort studies and reported no men high school students exhibited found that the cluster-grouping model indications of social-emotional mal- higher perceived stress but similar or did not negatively impact students adjustment but high levels of aca- better psychological functioning than who were not advanced in mathe- demic success. Overall, researchers students in general education (Suldo matics achievement but positively found that acceleration tended to & Shaunessy-Dedrick, 2013). In impacted gifted students. Similarly, have a positive impact on high-ability Richards and Omdal (2007) reported learners’ academic achievement and that tiered instruction in a high school social-emotional development (Siegle Grouping gifted students together is another science classroom was not only positive et al., 2013; Steenbergen-Hu & Moon, for gifted learners but also beneficial 2010). strategy that has shown positive effects for for lower level learners. In terms of The implementation and evalua- student preferences toward grouping tion of the effects of acceleration pro- gifted and talented students (Tieso, 2003). and other forms of differentiation, grams, including Advanced Placement Kanevsky (2011) reported some dif- and International Baccalaureate, terms of long-term effects of advanced ferences between gifted and nongifted were examined in the majority of the courses, Hallett and Venegas (2011) students. She concluded that assessing remaining studies. At the elementary interviewed four college students who and responding to each student’s pre- level, Ysseldyke et al. (2004) studied had previously taken AP courses. The ferred form of differentiation is good achievement of elementary students students observed that the quality of instructional practice. who used the Accelerated Math (AM) AP courses were not necessarily ade- program. They found that both gifted quate preparation for college. students and their non-identified peers Burney (2010) investigated school ACCELERATION benefited from AM but gifted students variables that influenced implementa- There were 15 articles that dis- had greater performance increases. tion of AP and its consequent influ- cussed acceleration (Burney, 2010; They noted that the use of self-paced ence on student achievement. Fourteen Colangelo et al., 2010; Gross & van instruction had positive effects on all variables were grouped into three fac- Vliet, 2005; Hallett & Venegas, 2011; students in the classroom. Similarly, tors: (a) fixed contextual variables at Heilbronner et al., 2010; Hertberg- Maggio and Sayler (2013) described the high school level, (b) contextual Davis & Callahan, 2008; Howley et the implementation of a pilot program variables educator and policy-makers al., 2012; Lee et al., 2010; Maggio & that accelerated gifted students and have more control over modifying, Sayler, 2013; Schultz, 2012; Siegle et their peers. Conducted over the course and (c) variables indicative of district al., 2013; Steenbergen-Hu & Moon, of a 3-year period, the authors found support for high-ability learners. She 2010; Suldo & Shaunessy-Dedrick, that students who otherwise might not found that fixed factors such as the size 2013; Young et al., 2011; Ysseldyke have been identified as being math- of the senior class, the general ability et al., 2004). Four articles provided ematically talented were also served. level of the seniors, and the proportion insight about Advanced Placement At the secondary level, the aca- of students with the potential to per- courses, two articles explored elements demic and affective effects of Advanced form well in AP were most predictive of the International Baccalaureate pro- Placement (AP) and International of student achievement. gram, and one article examined an Baccalaureate programs as well as At the college level, an evaluation honors course (Howley et al. 2012). their implementation were examined of an early entrance program and an Three articles summarized the in four studies. Researchers reported honors program were studied. The literature on acceleration practices. that while most students viewed the Program for Exceptionally Gifted Colangelo et al. (2010) reviewed key AP and IB curriculum favorably, they (PEG), an early entrance college elements for an acceleration policy recommended that student learn- program, showed that participants that were characterized by accessi- ing experiences might be enriched viewed it as a stepping-stone to other

Texas Association for the Gifted & Talented 21 opportunities and more select colleges tation of environmental and testing Tieso, C. (2003). Ability grouping is (Heilbronner et al., 2010). In this study, accommodations. not just tracking anymore. Roeper the importance of screening students In reviewing these articles, the Review, 26, 29–36. positive note for general and gifted for success within early college accel- Adams-Byers, J., Whitsell, S. S., & educators is that there are plenty eration programs was stressed. In an Moon, S. M. (2004). Gifted of research-based articles that have honors teacher education program, students’ perceptions of the aca- shown the benefits and potential students and professors reported that demic and social/emotional issues of grouping and acceleration. while inquiry and research were both effects of homogeneous and het- The articles provide perspectives of crucial, not all students valued enroll- erogeneous grouping. Gifted students, educators, and parents as ment in the honors program as much Child Quarterly, 48, 7–20. well as provide specific applications as the traditional courses (Howley et doi:10.1177/001698620404800102 al., 2012). for those interested in implementing The effects of acceleration were either approach to enhance the edu- The purpose of this mixed-methods also studied in special populations— cation of gifted students. study was to explore the perceptions of gifted students in homogeneous and minority, low socioeconomic, and heterogeneous groups. Both academic twice-exceptional students. Gifted REFERENCES and social-emotional effects were minority students perceived accelera- Colangelo, N., Assouline, S. G., & Gross, investigated. There were 44 students tion in math as exciting, challenging, M. U. M. (Eds.). (2004). A nation in grades 5–11 who participated in and beneficial while teachers believed deceived: How schools hold back Amer- the summer residential program for that acceleration enhanced the stu- ica’s brightest students (Vols. I and gifted students at a large midwest- dents’ academic achievement (Lee et II). Iowa City, IA: The University of ern university. Students appreciated al., 2010). In studying the success of Iowa, The Connie Belin & Jacque- having a diverse group of friends in line N. Blank International Center students from low-income backgrounds heterogeneous classes but they also for Gifted Education and Talent in accelerated and enrichment courses, noted valuing gifted peers/friends in Young et al. (2011) examined predic- Development. Kulik, J. A., & Kulik, C. L. (1982). Effects homogeneous classes. Overall, par- of ability grouping on secondary ticipants seemed to perceive homoge- school students: A meta-analysis of neous grouping positively for academic ...there are plenty of research-based articles evaluation findings. American Educa- outcomes, noting that they learned tional Research Journal, 19, 415– 428. more in the challenging environ- that have shown the benefits and potential Kulik, J. A., & Kulik, C. L. C. (1992). ment. However, some of the students Meta-analytic findings on grouping preferred the heterogeneous classes issues of grouping and acceleration. programs. Gifted Child Quarterly, because the work was easy. This study 36, 73 –77. has additional implications for coun- tors of achievement in these two dif- National Association for Gifted Children. selors and educators of gifted students (2009). Position statement on group- ferent kinds of courses. Grade point such as providing more challenging ing. Washington, DC: Author average (GPA), socioeconomic status, activities or outside opportunities for and test scores predicted achievement Pressey, S. L. (1949). Educational acceleration: Appraisals and basic problems. gifted students to learn. in accelerated courses and GPA, age, Columbus: Ohio State University. Adelson, J. L., & Carpenter, B. D. and ethnicity predicted achievement Rambo, K. E., & McCoach, D. B. (2012). (2011). Grouping for achievement in enrichment courses. For twice-ex- Teacher attitudes toward subject-spe- ceptional students (i.e., those who are cific acceleration: Instrument devel- gains: For whom does achieve- both gifted and have a specific learning opment and validation. Journal for ment grouping increase Kinder- disability) to participate in AP courses the Education of the Gifted, 35, 129– garten reading growth? Gifted and for-college-credit courses, parents, 152. doi:10.1177/0162353212440591 Child Quarterly, 55, 265–278. teachers, and guidance counselors Slavin, R. (1987). Ability grouping and doi:10.1177/0016986211417306 student achievement in the elemen- considered school culture as playing This quantitative study examined a major role in enrollment decisions tary schools: A best-evidence synthesis. Review of Educational Research, the relationship between achieve- (Schultz, 2012). The need for profes- 57, 293–336. ment grouping and kindergartners’ sional development for teachers in Slavin, R. E. (1990). Achievement effects of growth in reading achievement. The regards to Individualized Education ability grouping in secondary schools: researchers also examined the rela- Plans and 504 plans was highlighted A best-evidence synthesis. Review of tionship between the size of achieve- as well as the inconsistent implemen- Educational Research, 60, 471–499. ment groups and reading achievement

22 Tempo • Vol. XXXV, No. 3, 2014 growth in Kindergarten. The use of a comparable level of mathematics ation, compacting, enrichment, inde- a national database representing growth than the nongifted students pendent studies, and flexible grouping Kindergartners in fall 1998–1999 who were not in the gifted cluster into their regular instruction. provided the researchers with a sam- classes. ple size of 9,340 students in 1,690 Burney, V. H. (2010). High achieve- classrooms in 580 different schools. Brulles, D., & Winebrenner, S. (2011). ment on Advanced Placement The results of the study showed that The schoolwide cluster grouping exams: The relationship of grouping by achievement had a sta- model restructuring gifted educa- school-level contextual fac- tistically significant effect on read- tion services for the 21st century. tors to performance. Gifted ing growth. However, the findings Gifted Child Today, 34(4), 35–46. Child Quarterly, 54, 116 –126. showed that as the average number doi:10.1177/1076217511415381 doi:10.1177/0016986209355972 of students per achievement group Criteria for accepting students and This quantitative study examined increased (more than 10 students per gifted education services are not con- whether the variance in performance in group), reading growth decreased. The sistent and may fluctuate between high school could be explained by any study also focused on reading growth schools and programs. The authors of three sets of variables. The researchers for students participating in gifted suggested that the diversity within used data collected by local school offi- programs. Although overall reading the gifted population could not be cials for an annual progress report to be growth of students participating in met using one program model such submitted to the State Education Agency the gifted program was less than their as self-contained programs, pullout (SEA). The data included 339 public general education peers, the GT stu- programs, content replacement classes, high schools in a midwestern state. The dents experienced greater growth than and cluster grouping. They described study considered 46 variables affecting their general education peers when how the Schoolwide Cluster Grouping high achievement, which was defined they were in classes using achievement Model (SCGM) was a more compre- as the ratio of the number of passing grouping. The researchers suggested hensive gifted program than any one AP exams scores in a given year to the the use of smaller size achievement program. The benefits of using such number of students in the graduating groups because the strategy increased a model were numerous. Gifted stu- class. After examining these variables, reading achievement gains for all dents received full-time attention to 14 were retained and grouped into three Kindergarten children. their unique needs while remaining factors: (a) fixed contextual variables at in heterogeneous classes with effective the high school level, (b) contextual vari- Brulles, D., Peters, S. J., & Saunders, teaching. The SCGM was an inclu- ables educator and policy-makers have R. (2012). Schoolwide mathemat- sive program providing services for all more control over modifying, and (c) ics achievement within the gifted gifted students based on their ability variables indicative of district support cluster grouping model. Journal of and potential. The authors then dis- for high-ability learners. Advanced Academics, 23, 200–216. cussed the different grouping varia- A hierarchical linear regression was doi:10.1177/1932202X12451439 tions in the SCGM by showing the used and the results showed that more This quantitative action research flexibility and creativity that could than half of the variance (63.1%) was study examined mathematics achieve- be used to meet the wide variety of explained by the fixed factors related to ment within a district that used a the student population. Six different the high school context. These factors schoolwide cluster grouping model. factors that may impact gifted cluster included the size of the senior class, the Although previous research had found classes were examined, which included general ability level of the seniors, and positive results of the cluster model for the number of sections within a grade the proportion of the students with the gifted students, the effects on non- level, schools with one or two sec- potential to perform well in AP classes. gifted students were the focus of this tions in each grade, too many or too Factors controlled by the high school study. Mathematics achievement was few gifted students in a gifted cluster also explained a good part of the vari- analyzed for 3,716 students in second classroom, combination/multi-age ance (17%); these included availability through eighth grade. There were 554 classrooms, high numbers of below-av- of advanced academics and the number gifted students placed in gifted clus- erage students in a grade, and schools of students seeking more in-depth tests. ter classrooms, 535 nongifted students that departmentalize. Additionally, A small portion of the variance (.7%) in the gifted cluster classrooms, and the article discussed the training nec- was explained by the district support 2,627 nongifted students in non- essary for teachers to go through for (i.e., percentage of the district identi- gifted cluster classrooms. The find- successful instruction in the SCGM. fied as high-ability and the number of ings showed that nongifted students Prior research also showed that skilled academic extracurricular activities and in the gifted cluster classes experienced cluster teachers incorporated acceler- competitions). This study had some

Texas Association for the Gifted & Talented 23 limitations such as using solely school- tion referred to acceleration procedures opportunity. In addition, these stu- level data from one state and excluding designed to lead to school graduation dents participated in the end-of-course some of the variables collected in the three or more years early. In examining AP exams, but their passing rate was analysis. the case studies, the authors reported low. The students reported that the AP the importance of family support and classes they took were of low quality. Colangelo, N., Assouline, S. G., social-emotional considerations for stu- This study showed that increased Marron, M. A., Castellano, J. A., dents. Advantages of dual enrollment opportunity to take AP courses did Clinkenbeard, P. R., Rogers, K., such as experiencing college without . . . Smith, D. (2010). Guidelines not result in positive experiences and being fully enrolled were examined as adequate preparation for college. for developing an academic accel- well as other ideas for ways that students eration policy. Journal of Advanced might use their time after graduating Heilbronner, N. N., Connell, E. E., Academics, 21, 180–203. college early such as pursuing advanced Dobyns, S. M., & Reis, S. M. The purpose of this article was to degrees and studying abroad. Students (2010). The “Stepping Stone Phe- use prior research to form a set of who participated in radical accelera- nomenon”: Exploring the role of guidelines for academic acceleration. tion programs were high achievers and positive attrition at an early col- The authors started by describing the experienced no social-emotional mal- lege entrance program. Journal of categories, forms, and types of accel- adjustment. In examining the cohort Advanced Academics, 21, 392–425. eration. They then listed the five key studies, students experienced high This article looked at an early college elements of an acceleration policy: it levels of academic success and did not entrance program as a form of acceler- must (a) be characterized by accessibil- suffer social-emotional maladjustment ation. A mixed-methods approach was ity, equity, and openness; (b) provide similar to the case studies. In addition, used to explore the reasons for attri- guidelines for the implementation of students were able to connect with tion at an early college acceleration acceleration; (c) provide guidelines others who were also participating in on administrative matters in order to radical acceleration. The authors noted program for females. Mary Baldwin’s guarantee systematic and fair use of that it was imperative that appropriate Program for the Exceptionally Gifted acceleration and selection of partici- screening occur to ensure students were (PEG) was examined in this study. pants for the opportunities; (d) provide socially, emotionally, mentally, and aca- The students median age when they guidelines for the prevention of non- demically ready for a radically acceler- entered PEG was 15 years. Forty-three academic barriers to acceleration; and ated program. participants responded to the survey, (e) include features that prevent unin- which included questions about demo- tended consequences. Considerations Hallett, R. E., & Venegas, K. M. graphic information, reasons for enter- and recommendations for implemen- (2011). Is increased access enough? ing PEG, reasons for leaving PEG, an tation were also made and were broken Advanced Placement courses, qual- academic subscale, and four open- into three issues: referral and screen- ity, and success in low-income ended questions. The participants ing, assessment, and decision-making. urban schools. Journal for the Edu- viewed PEG as a stepping-stone from Three factors to consider in the eval- cation of the Gifted, 34, 468 – 487. high school to a prestigious university. uation of an acceleration policy were doi:10.1177/016235321103400305 One of the main reasons for leaving also included: (a) an assessment of aca- This qualitative study examined how was their desired major was not offered demic performance of the accelerated to increase low-income students’ access at Mary Baldwin College. Additional student, (b) students’ behavioral and to Advanced Placement (AP) courses reasons cited included wanting to be social adjustments, and (c) degree of in urban high schools. The partic- in a larger city, a larger university, and acceleration. ipants in the study included 48 col- a coed learning environment. The lege-bound students who had taken importance of screening students prior Gross, M. U. M., & van Vliet, H. AP courses during high school. The to admittance to early college acceler- E. (2005). Radical accelera- students all met requirements for the ation programs to ensure a proper fit tion and early entry to college: federal free/reduced lunch program. A review of the research. Gifted between the student and the program The researchers conducted a 30-min- was highlighted. Child Quarterly, 49, 154 –171. ute semi-structured interview with doi:10.1177/001698620504900205 each participant and observed them in Hertberg-Davis, H., & Callahan, C. M. This article provided a review of the 5-week summer bridge program. (2008). A narrow escape: Gifted individual case studies and cohort The findings showed that students students’ perceptions of Advanced studies that had been conducted on from low-income and minority back- Placement and International radical acceleration. Radical accelera- grounds took AP courses if given the Baccalaureate programs. Gifted

24 Tempo • Vol. XXXV, No. 3, 2014 Child Quarterly, 52, 199–216. courses. Both faculty and students after an absence. For collaborative doi:10.1177/0016986208319705 valued research and inquiry. Students learning, all students preferred to work The purpose of this qualitative study mentioned that HP courses provided with peers of their own choosing and was to investigate how gifted high them with the benefit of developing with others who learned at the same relationship with talented peers; how- pace. Additional categories of learning school students evaluated and per- ever, students noted that HP courses preference were discussed in this study ceived the Advanced Placement (AP) were not as valued by the teachers as including choice, curriculum content, and International Baccalaureate (IB) the traditional courses. Furthermore, evaluation, and teacher-student rela- curriculum, instruction, and envi- students explained that the program tionships. The author suggested that ronments. There were 200 U.S. high did not focus enough on leadership. the best practice would be to assess school students who provided inter- The findings of this study paralleled each student’s learning preference. view data. The data suggested that results from prior studies. students viewed the challenge and Lee, S.-Y., Olszewski-Kubilius, P., the environment of AP and IB courses Kanevsky, L. (2011). Deferential dif- & Peternel, G. (2010). The effi- as favorable but the curriculum and ferentiation: What types of differ- cacy of academic acceleration for instruction might not have been a entiation do students want? Gifted gifted minority students. Gifted good fit for all learners, specifically Child Quarterly, 55, 279–299. Child Quarterly, 54, 189–208. those from underserved populations. doi:10.1177/0016986211422098 doi:10.1177/0016986210369256 Excerpts from the interviews are pre- This study examined the prefer- This qualitative study examined the sented in the study to provide addi- ences of students (gifted and non perceptions and experiences of gifted tional insight. The authors provided gifted) towards types of differentia- minority students and their teachers five recommendations for enriching tion in their favorite school subject. about an accelerative program in math, the learning experiences of students Participants were 646 students in Project EXCITE. The study included in IB and AP classrooms: (a) empha- grades 3 through 8 from a suburban seven teachers and 30 students in fourth size the benefit of the challenging AP/ school district in Canada and a sub- through ninth grades who participated IB courses, (b) provide consistent and urban school district in the United in Project EXCITE. Students who were comprehensive teacher training, (c) States. The participants included 416 accelerated in math formed one group make achieving equity in the courses gifted students enrolled in a part-time (n = 17). The group was then divided a priority, (d) train teachers on dif- pullout program. All students com- into two subgroups: successfully accel- ferentiation and varied instructional pleted the Possibilities for Learning erated (n = 12), which represented the strategies, and (d) investigate options (PFL) survey that asked them to rate students who were performing well in for learners beyond AP/IB courses. their preference for learning experi- their math courses, and unsuccessfully Howley, M., Howley, A. A., Hel- ences on a 5-point Likert scale. The accelerated (n = 5), which represented frich, S., Harrison, L., Gillam, author reported these results: (a) stu- the students who were accelerated but M. B., & Safran, J. (2012). A dents preferred some forms of differen- needed to repeat the course based on research-focused honors program tiation over others, (b) a large number previous performance. The students of practices recommended for gifted who had not yet been accelerated for high-ability teacher-education students were enormously popular formed the second group (n = 13). All students. Journal for the Educa- with all students, and (c) no single participants answered a semi-structured tion of the Gifted, 35, 319–343. item or form of differentiation was 45- to 60-minute interview focused on doi:10.1177/0162353212459687 unanimously preferred. Self-pacing, perceptions of advanced math/or accel- This qualitative study evaluated an choice of topic, and choice of group erated placement, students’ experiences Honors Program (HP) by identifying workmate came the closest to being with and performances in accelerated student and faculty perspectives and the most liked by all students. When classes, and peer relationships follow- experiences with the program. The it came to gifted students, they pre- ing acceleration. The findings of the study included an online survey com- ferred complex content and problems, study showed that for accelerated stu- pleted by 20 students and five faculty pursuing their own interest in “weird” dents, advanced math courses were members and a semi-structured inter- topics, understanding interconnec- not generally perceived as difficult. In view conducted with nine students tions between ideas, and collabora- addition, the most positive aspect of and eight faculty members. The anal- tion with others. Regarding pacing, accelerated math courses was the aca- ysis of the results showed that all of the gifted students enjoyed self-pacing, demic challenges. Accelerated students participants acknowledged the central but their least favorite method was also reported enhancement of motiva- role and importance of inquiry in HP working under pressure to catch up tion and confidence as a result of being

Texas Association for the Gifted & Talented 25 in these classes. The majority noted the district used in their pilot program from fifth grade N( = 211) with 50% that they did not perceive negative to become aware of the student needs, female. Of the total sample, 46 stu- peer pressure or competition in such how they identified students for accel- dents (33% female) were in special courses, but less than half of the acceleration in math, and how they imple- homogeneous classes for the gifted erated students stated that they made mented the program. and the rest were in regular classes. new friends in their advanced classes. Participants responded to a self-report For students who were not accelerated, Neihart, M. (2007). The socioaffec- instrument once during the first week they perceived advanced math as more tive impact of acceleration and of school, 10 weeks later, and at the difficult than the regular math. Half ability grouping: Recommen- end of the term. The findings showed of this group stated that acceleration dations for best practice. Gifted that all students reported a decrease in would enhance their academic confi- Child Quarterly, 51, 330–341. general academic self-concept—more dence, but they would need to study doi:10.1177/0016986207306319 specifically in math and academic more, harder, and more intensively. This article provided a comprehen- self-concept in the German language. When it came to teachers’ perspec- sive review of socioaffective impacts However, for gifted students, there tives, all teachers supported accelera- of ability grouping and acceleration. was an increase in social self-concept. tion, especially for gifted students, and Early school entrance, early admis- Regarding gender differences, the they agreed that social and emotional sion to college, and grade skipping decrease in academic self-concept was readiness must be assessed before mak- had socioaffective benefits when largest for girls in special gifted classes ing acceleration decisions. In addition, the students were chosen based on when compared to girls in regular the majority of the teachers mentioned demonstrated social, academic, and classes and to boys in both class types. a relationship between acceleration emotional maturity; however, they and peer pressure. The findings of this had harmful effects on students who Reed, C. (2004). Mathematically study supported the use of acceleration were accepted solely based on achieve- gifted in the heterogeneously for gifted minority students in math. ment, IQ, or social maturity. Some of grouped mathematics classroom. However, one limitation was that the the benefits included positive self-es- Journal of Secondary Gifted Edu- study was conducted using students teem, advanced social maturity, social cation, 15, 89–95. from one accelerated program. Further leadership, and higher educational In this descriptive study, a high school research should examine other accelera- aspirations. There was less research mathematics teacher described her tion programs and the long-term effects on socioaffective effects of peer abil- experience with differentiation in a of such programs. ity grouping. However, some of the heterogeneously grouped geometry benefits included greater development classroom. The author described three Maggio, M., & Sayler, M. (2013). of students’ career interests, higher differentiation opportunities: (a) appli- Trying out acceleration for math- motivation, healthier social relation- cation and extension of class work, (b) ematically talented fifth graders. ships, and more favorable attitudes open-ended question investigation, Gifted Child Today, 36(1), 21–26. toward the subject matter. The authors and (c) student-selected problems. doi:10.1177/1076217512465284 concluded by offering specific best Within each of the opportunities, pro- The purpose of this 3-year study was practice recommendations for both cess, content, and product differentia- to report how a school district in acceleration and peer ability grouping. tion were provided. Additionally, the Texas was able to identify and meet author shared her experience working the needs of mathematically advanced Preckel, F., & Brull, M. (2008). Group- with students who may be content to elementary students. A multiple pilot ing the gifted and talented: Are remain disengaged and speculated that program was implemented that started gifted girls most likely to suffer early differentiation may have helped. with a small group of students at one the consequences? Journal for the school being offered a moderate level Education of the Gifted, 32, 54–85. Richards, M. E., & Omdal, S. N. of acceleration. It expanded to an This study examined the effect of (2007). Effects of tiered instruc- option offered to all students within ability grouping on self-concept tion on academic performance in the district by the third year. Through (social and academic) and gender dif- a secondary science course. Jour- implementation of the accelerated ferences. The study was conducted in nal of Advanced Academics, 18, mathematics program, students who Germany and was longitudinal. The 424–453. otherwise may not have been identi- researchers followed the participants This article explored the relationship fied as being mathematically talented from elementary school to the top between tiered instruction and aca- were able to be served. The article track of the German school system. demic performance in science. There shared information about the process The participants included students were 388 freshman students from an

26 Tempo • Vol. XXXV, No. 3, 2014 C.P.’S CORNER urban school district in Washington state who were part of this quantitative study. The students were separated into a control science classroom and an intervention classroom where tiered instruction was utilized. There were three levels of instruction: high, middle, and low matched to background knowledge. The control classrooms used instruction geared to the middle level. The results indicated that there was a significant difference between the scores of low background knowledge students who were in tiered classrooms and those that were in the control classrooms favoring the former. Tiered instruction may be extremely beneficial for lower level learners. Teachers needed to have a strong background in the subject area to understand the range of learners, know how to system- atically implement tiered instruction, and receive support. Schultz, S. M. (2012). Twice-exceptional students enrolled in advanced placement classes. Gifted Child Quarterly, 56, 119–133. doi:10.1177/0016986212444605

This study examined the perspectives counselors considered school culture Advanced Academics, 24, 27–51. of parents, teachers, and guidance as a major role in enrollment decisions. doi:10.1177/1932202X12472491 counselors regarding participation Many of the students shared that they of twice-exceptional students in The purpose of this quantitative study did not receive the full benefits of their was to examine gifted and talented Advanced Placement (AP) and for-col- IEPs or 504 plans when attending AP educators’ attitudes about acceleration. lege-credits classes. Semi-structured and/or for-college-credit classes. All There were 152 educators who partici- interviews were conducted during the participants mentioned that some stu- pated in the study. The average number 2005–2006 school year with 12 par- dents were capable of attaining success of years of professional experience was ents, 12 teachers, 6 guidance counsel- in more challenging courses but lacked 15.4 years, and the most popular grade ors, and 6 college students who had the confidence and support to take the taught was third grade. The research- taken AP and/or for-college-credit risk. Overall, the results of this study ers asked the participants about their classes. The interviews focused on indicated that the school culture concerns and beliefs about accelera- determining if the supports and bar- played a role in enrolling twice-excep- tion and different acceleration options. riers suggested by parents, teachers, tional students in AP or for-college- Most educators were not concerned and guidance counselors influenced credit classes. The author suggested the about acceleration having a negative the high school experience of students. need for professional development of effect on achievement, developmen- The findings suggested that parents, all teachers regarding IEPs and 504 tal and age-related issues, and partic- teachers, and guidance counselors plans, as well as exposure to the special ipation in extracurricular activities. defined successful AP participation education system. by exams and course grades, while the They shared mixed perceptions about college students defined their success Siegle, D., Wilson, H. E., & Little, C. social-emotional concerns related to by the amount of information they A. (2013). A sample of gifted and acceleration. The least popular accel- had learned and retained. The major- talented educators’ attitudes about eration strategies (i.e., grade-skipping) ity of parents, teachers, and guidance academic acceleration. Journal of were the easiest to implement. There

Texas Association for the Gifted & Talented 27 were no significant differences in atti- ents and students in making decision whole-class instruction; (c) Treatment tudes between teachers from urban, regarding acceleration. 2 Group, where the teacher used a unit suburban, or rural school districts. binder created by the researcher with Suldo, S. M., & Shaunessy-Dedrick, within-class groups; or (d) Treatment Steenbergen-Hu, S., & Moon, S. E. (2013). Changes in stress and 3 Group, where the teacher used a unit M. (2010). The effects of accel- psychological adjustment during binder created by the researcher with eration on high-ability learn- the transition to high school between-class groups. All students ers: A meta-analysis. Gifted among freshmen in an accel- completed a pre- and post-curricu- Child Quarterly, 55, 39–53. erated curriculum. Journal of lum-based assessment. The findings doi:10.1177/0016986210383155 Advanced Academics, 24, 195–218. showed that when looking at whole This meta-analysis addressed four doi:10.1177/1932202X13496090 class instruction, the Treatment 1 main questions: (a) How does accel- The purpose of this study was to Group scored higher on the post- eration affect high-ability learners’ determine if participation in the test than the comparison group. In academic achievement? (b) How does International Baccalaureate (IB) pro- addition, when looking at curricular acceleration affect high-ability learn- gram for freshman was associated with adjustments, students who received ers’ social-emotional development? psychological problems or an increased the unit binder (all treatment groups) (c) What differences exist between level of stress. There were 134 students showed a higher mathematics achieve- content-based acceleration and grade- who participated in the quantitative ment than students in the comparison based acceleration in terms of their study. Self-report data were collected at group. The results showed that group- effects on high-ability learners? (d) two different times—the summer prior ing by ability for instruction resulted What moderators are significantly to entering high school and during the in significant math achievement gain. associated with the effects of accel- fall of their freshman year. Ninth-grade eration on high-ability learners? The students in the IB program reported Vogl, K., & Preckel, F. (2014). Full- meta-analysis included 38 studies con- higher levels of perceived stress than time ability grouping of gifted stu- ducted between 1984 and 2008 that students in general education. The dents: Impacts on social self-con- were coded by two individuals with levels of stress were also higher than cept and school-related attitudes. an agreement rate of 75%. The results they had reported prior to entering Gifted Child Quarterly, 58, 51–68. revealed that acceleration improved high school. Psychological function- doi:10.1177/0016986213513795 high-ability learners’ academic ing (social anxiety, psychopathology, This study examined the different achievement and had positive effects life satisfaction) was statistically similar trajectories in the development of on academic achievement for both or better than those reported by their social self-concept and school-related P–12 and postsecondary students. The general education peers. attitudes between gifted students and positive effect on academic achieve- their peers. To minimize the differ- ment due to acceleration was more dis- Tieso, C. (2005). The effects of ence between the two groups (gifted cernible when accelerated high-ability grouping practices and curricu- and nongifted students), students were learners were compared with their lar adjustments on achievement. matched for cognitive ability, sex, non-accelerated same-age peers. The Journal for the Education of the socioeconomic status, and school to results also suggested that the effect Gifted, 29, 60–89. form 99 similar pairs (N = 198). These of acceleration in high-ability learn- This study examined the effect of students were studied for a year and ers’ social-emotional development was curricular adjustments and grouping a half, starting in fifth grade. Social slightly positive. When comparing (whole, between, and within-class) self-concept was assessed using a scale content-based acceleration and grade- practices on students’ math achieve- focusing on social self-concept accep- based acceleration, the results showed ment. The study was conducted in New tance and social self-concept assertive- no significant differences between England and included 31 teachers in ness. For school-related attitudes, three their effects on academic achievement grades 4 or 5. The classes (teacher and domains were covered: student-teacher or social-emotional development. In their students) were randomly assigned relationship, social tension, and inter- addition, there was no strong evidence to one of the following groups: (a) est in school. The results showed that suggesting that any factor significantly comparison group, where the teacher the social self-concept of acceptance moderated the effect of acceleration taught the content using the regular was affected positively at the initial on high-ability learners’ academic textbook without any supplements attendance of gifted classes, while achievement or social-emotional to the whole class; (b) Treatment 1 the self-concept assertiveness was not development. The authors suggested Group, where the teacher used a unit affected. In addition, gifted students that the results could be helpful to par- binder created by the researcher with showed a stable interest in school

28 Tempo • Vol. XXXV, No. 3, 2014 and student-teacher relationships, Ysseldyke, J., Tardrew, S., Betts, J., percentage correct than their nongifted while students in the regular classes Thill, T., & Hannigan, E. (2004). and talented peers. Overall, gifted stu- showed a decline in these areas. Given Use of an instructional manage- dents did benefit from access to AM the positive relationship between the ment system to enhance math programs. Those who participated in development of social self-concept of instruction of gifted and talented the AM programs showed significant acceptance and the development of students. Journal for the Education increases in performance, especially school-related interest while attend- of the Gifted, 27, 293–310. the gifted and talented students. The ing special classes for the gifted, the This study used qualitative and quan- authors suggested that individualized authors concluded that full-time abil- titative methods to evaluate the effect and self-paced instruction in mathe- ity grouping fostered social acceptance of a self-directed mathematics program matics should be used to differentiate and a positive class atmosphere. on the math achievement of gifted and instruction and meet the needs of gifted Young, A. E., Worrell, F. C., & talented students. Accelerated Math and talented students. (AM), an instructional management Gabelko, N. H. (2011). Predic- Yara N. Farah system, was used in the experimental is a doctoral student in the tors of success in accelerated Department of Educational Psychology at Baylor and enrichment summer math- classroom to provide instruction and to University. Her research interests related to gifted ematics courses for academically monitor students. The study included education, mathematics enrichment in inclusive classrooms, and twice-exceptional students. talented adolescents. Journal of four groups of students from grades 3 through 6: (a) 48 gifted and talented Sonia L. Parker is a doctoral student in Advanced Academics, 22, 558 –577. the Department of Educational Psychology at students enrolled in classes that used doi:10.1177/1932202X11413886 Baylor University. Her research interests relate the AM programs—experimental, (b) to adult learning, training and development, and The purpose of this quantitative study 52 gifted and talented students who organizational behavior. was to examine whether background did not receive AM program, (c) 743 Susan K. Johnsen, Ph.D., is professor in and prior achievement predicted suc- the Department of Educational Psychology at nongifted and talented students who Baylor University where she directs the Ph.D. cess in a university’s summer enrich- participated in the AM program, and program and programs related to gifted and ment mathematics courses. There were (d) 736 nongifted and talented who talented education. She is the author of more 459 students who participated in the did not receive the AM program. All than 200 publications including Identifying 6-week accelerated and enrichment students completed the STAR math Gifted Students: A Practical Guide, books related to implementing the national teacher prepara- summer courses. The students ranged as a pretest and posttest measure of tion standards in gifted education, tests used in age from 11 to 16 years in the mathematic achievement. The results in identifying gifted students, and is editor-in- accelerated-course sample and ranged of the study suggested that, in gen- chief of Gifted Child Today. She serves on the from 10 to 16 years for the enrichment eral, gifted and talented students did Board of Examiners of the National Council for Accreditation of Teacher Education and is a course sample. Grade point average not attempt any more practice items reviewer and auditor of programs in gifted edu- (GPA), socioeconomic status, and when compared to nongifted students. cation. She is past president of The Association diagnostic test scores in mathematics However, the nongifted students got for the Gifted (TAG) and past president of the significantly predicted achievement in a smaller percentage of their practice Texas Association for the Gifted and Talented (TAGT). She may be reached at Department of accelerated courses. GPA, age, and eth- items correct. Regarding the test items, Educational Psychology, Baylor University, One nicity significantly predicted achieve- gifted and talented students attempted Bear Place #97301, Waco, TX 76798 or Susan_ ment in enrichment courses. more items and were able to get a higher [email protected]/.

FROM THE EDITOR

Continued from page 4 Assouline, S. G., Colangelo, N., & Van Colangelo, N., Assouline, S. G., & Gross, that could make a positive difference Tassel-Baska, J. (Eds.). (2015). A M. U. M. (Eds.). (2004). A nation in the learning experiences of gifted students. nation empowered: Evidence trumps deceived: How schools hold back Amer- the excuses that hold back America’s ica’s brightest students (Vols. I and brightest students (Vols. I and II). Iowa II). Iowa City, IA: The University of REFERENCES City, IA: The University of Iowa, The Iowa, The Connie Belin & Jacque- Assouline, S. G., Fosenburg, S., & Schabil- Connie Belin & Jacqueline N. Blank line N. Blank International Center ion, K. (2014). From a Nation Deceived to a Nation Empowered: A Never-End- International Center for Gifted Edu- for Gifted Education and Talent ing Story. Tempo, 19(3), 6–13. cation and Talent Development. Development.

Texas Association for the Gifted & Talented 29 Call For Manuscripts Here is your chance to have your voice heard! If you would like to be considered for publication in an upcoming issue of TEMPO, please follow the guidelines for article submissions below. We are currently soliciting manuscripts for the following issues. The TAGT Editorial Board identifies themes for upcoming issues of TEMPO and appreciates articles that are submitted for possible publication tied to the noted themes. The Editorial Board also encourages researchers/ authors to submit articles that are not tied to a particular theme. Some issues may include more than one theme based on articles submitted. For more details, please contact TEMPO editor Krystal Goree at [email protected].

Equity in Gifted Advocating for the Gifted Underserved Populations Education due October 15, 2015 due January 10, 2016 due July 1, 2015

Guidelines for 2015 TAGT Board Article Submissions Board Officers President: Mary Christopher, Ph.D., Hardin Simmons University, Abilene TEMPO welcomes manuscripts from educators, parents, and other advocates of President-Elect: Priscilla Lurz, Boerne gifted education. Manuscripts may focus on Past President: Marilyn Swanson, Southern Methodist University, Dallas all areas of gifted/talented education including Secretary/Treasurer: D’Lana Barbay, Vidor ISD policies, applications of research, programs, and Executive Director: JJ Colburn, CAE practices. TEMPO is a juried publication and manuscripts are evaluated by members of the Board Members editorial board and/or other reviewers. K-12 Teacher: Christina Administrator: At-Large #2: Brenda Davis, Please keep in mind the following when Dearman, Ph.D., Denton Jeannette Spain, Bosqueville ISD, Waco submitting manuscripts: Parent: Tracy Fisher, Coppell Fort Bend ISD, Sugar Land 1. Manuscripts should be 2,000 to 10,000 At-Large #3: Mary Lea University: Joyce Miller, Ph.D. At-Large #1: Merrill words on a topic related to gifted education. Texas A&M University – Hammons, Brownsville ISD Pfenninger, 2. References should follow the APA style Commerce Region III ESC, Victoria outlined in the sixth edition of the Publication Manual of the American Psychological Editorial Board Members Association. 3. Submit an electronic copy, typed, 12 pt. font, Krystal Goree, Ph.D., Chair, Baylor University double-spaced manuscript. Use a 1 1/2" margin Ann Batenburg, Ph.D., Susan Johnsen, Ph.D., Baylor University on all sides and number pages. Southern Methodist University Raine Maggio, Lake Travis ISD 4. In addition to the title page, a cover page Bonnie Casmer, Temple ISD must be attached that includes the author’s Lacy Compton, Prufrock Press Inc. Glen Teal, Ed.D., Andrews ISD name, title, school or program affiliation, home and work address, e-mail address, Editorial Peer Review Board phone numbers, and fax number. James Bishop, Westlake, TX Connee Duran, Waco ISD Patricia Milleric, 5. Place tables, figures, illustrations, and Lynette Breedlove, Ph.D., Gwen Frank, Ph.D., Houston Community College photographs on separate pages. Each should The Gatton Academy, SUNY College at Oneonta Cecily Moore, San Marcos CISD Western Kentucky University have a title and be referenced in the text. Arthur Granada, Ed.D., Qunita Ogletree, Judy Bridges, Midland ISD Wichita State University First Metropolitan IDC Submit electronically with manuscript. Dina Brulles, Ph.D., Meredith Hairell, Victoria ISD Connie Phelps, Ph.D., 6. Author(s) is fully responsible for accuracy of Arizona State University Karen Hassell, Ed.D., Waco, TX Emporia State University quotations, citations, figures, and facts. Paige Carpenter, Regina Hein, The School of Melissa Saphos, Pearland ISD Northwest ISD 7. Author(s) of accepted manuscripts must Liberal Arts & Science, Dallas, TX Rebecca Schlosser, J.D., Ed.D., transfer copyright to TEMPO, which holds Temple ISD Bonnie Casmer, Kaley Janes, Baylor University Sul Ross State University copyright to all articles and reviews. Mary Christopher, Ph.D., Ellen Lukasic, University of Texas, Patricia Smith, Ed.D., 8. Upon acceptance of a manuscript, the Hardin Simmons University University Charter Schools Prairie View A&M University

author(s) submits a 50–100-word biography Alicia Cotabish, Ed.D., Bronwyn MacFarlane, Ph.D., Sandra Stocks, and a 100–150-word abstract of the University of Central Arkansas University of Arkansas, Little Rock Cypress-Fairbanks ISD , manuscript. Jeff Cranmore Ph.D., Judith Martin, Ph.D., Debra Troxclair, Ph.D., McKinney, TX Bulverde, Texas Lamar University Ryan Davis, Christi McWilliams- Kimberly Tyler, Ph.D., Please send manuscripts and inquiries to: Temple ISD/Temple College Abendroth, Ed.D., Ann Arbor Texas Wesleyan University Krystal Goree, Ph.D. Lynn Dodge, ESC Region II School of the Performing Arts Marcy Voss, Boerne ISD TEMPO Editor Lemoyne Dunn, Ph.D., Joyce Miller, Ph.D., University of Melanie Williams, [email protected] University of North Texas Texas A&M–Commerce Carrollton-Farmers Branch ISD

30 Tempo • Vol. XXXV, No. 3, 2014 IT’S A BRAND NEW DAY

As a powerful voice for gifted students and a dynamic resource for educators and parents, TAGT continues to improve on the strong foundation of our past and the promise of our future.

TAGT connects and empowers educators and parents to meet the unique needs of gifted and talented students from every cultural background who see the world in unique ways and are developing minds that just might discover innovative answers to the most challenging questions of their generation.

Thinking Beyond TAGT provides tools and resources to inspire students to ful ll their unique potential – beyond subject matter and grade level expectations.

Creating Connections Involvement in TAGT is the most powerful way to guide gifted students in schools and in homes.

Shaping Opportunities By leading relevant conversations, TAGT promotes awareness of e ective gifted education strategies and the limitless possibilities represented in G/T students.

TAGT is proud to introduce the new association logo to our membership! Join with TAGT as we move forward and continue to positively impact the lives of the gifted and talented. Non Profit Org. U.S. Postage PAID 1524 S. IH 35, Suite 205 Austin, Texas Austin, Texas 78704 Permit No. 1400

Designed for experienced administrators, April 13–14 • Sheraton Austin Hotel at the Capitol coordinators and specialists in gifted education. LEADERSHIP Attendees will have the chance to discuss best  practices, innovative programs, current topics impacting the G/T community and much more!

Event Details Keynote Speaker April 13–14, 2015 Ann Grady Sheraton Austin Hotel at the Capitol Entrepreneur, author and expert 701 East 11th Street in personal and organizational Austin, TX 78701 transformation

Registration Member Rate $205 Presentation Non-Member Rate $305 The Inﬂ uential Leader: Success Strategies That Get Results Deadline for Pre-Registration April 8th Register today! Hotel For more information visit $159 rate for single or double; Reserve by March 18 to guarantee this rate. txgifted.org