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A Nation Empowered: Evidence Trumps the Excuses Holding Back America’S Brightest Students Acknowledgements

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A Nation Empowered: Evidence Trumps the Excuses Holding Back America’S Brightest Students Acknowledgements Empowered A Nation Evidence Trumps the Excuses Holding Back America’s Brightest Students VOLUME 2 Susan G. Assouline, Nicholas Colangelo, Joyce VanTassel-Baska, and Ann Lupkowski-Shoplik Editors Belin-Blank Center, College of Education, University of Iowa Endorsed by the National Association for Gifted Children 1331 H Street NW, Suite 1001, Washington, DC 20005 (202) 785-468, www.nagc.org © 2015 The Connie Belin & Jacqueline N. Blank International Center for Gifed Education and Talent Development Designed by Fusionfarm, Cedar Rapids, Iowa Cover art by Robyn Hepker, Benson & Hepker Design, Iowa City Published at Colorweb Printing, Cedar Rapids, Iowa April 2015 The Connie Belin & Jacqueline N. Blank International Center for Gifed Education and Talent Development College of Education The University of Iowa 600 Blank Honors Center Iowa City, Iowa 52242-0454 800-336-6463 http://www.education.uiowa.edu/belinblank http://nationempowered.org ISBN: 978-0-9961603-0-8 A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students Acknowledgements ............................................................................................................ iii Introduction ................................................................................................................... 1 Susan G. Assouline, Nicholas Colangelo, Joyce VanTassel-Baska, and Ann Lupkowski-Shoplik General Topics 7 Chapter 1: Types of Acceleration: Dimensions and Issues .........................................................................9 W. Thomas Southern and Eric D. Jones Chapter 2: The Academic, Socialization, and Psychological Efects of Acceleration: Research Synthesis .............................. 19 Karen B. Rogers Chapter 3: Efects of Academic Acceleration on the Social and Emotional Lives of Gifted Students .................................. 31 Tracy L. Cross, Lori Andersen, and Sakhavat Mammadov Chapter 4: The Role of Acceleration in Policy Development in Gifted Education ................................................... 43 Joyce VanTassel-Baska Chapter 5: Whole-Grade Acceleration: Grade-Skipping and Early Entrance to Kindergarten or First Grade .......................... 53 Ann Lupkowski-Shoplik, Susan G. Assouline, and Nicholas Colangelo Chapter 6: Long-Term Efects of Educational Acceleration ....................................................................... 73 Jonathan Wai Applications of Acceleration 85 Chapter 7: Professional Development for Teachers and School Counselors: Empowering a Change in Perception and Practice of Acceleration ..................................................................................................... 87 Laurie Crof and Susannah M. Wood Chapter 8: Content Acceleration: The Critical Pathway for Adapting the Common Core State Standards for Gifted Students . .99 Joyce VanTassel-Baska and Susan K. Johnsen Chapter 9: Talent Searches and Accelerated Programming for Gifted Students .................................................... 111 Paula Olszewski-Kubilius Chapter 10: Acceleration and STEM Education ................................................................................ 123 Lori M. Ihrig and Katherine M. Degner Chapter 11: State Residential STEM Schools: A Model for Accelerated Learning .................................................. 137 Julia Link Roberts and Corey Alderdice Chapter 12: Early Entrance to College: Academic, Social, and Emotional Considerations ........................................... 153 Linda E. Brody and Michelle C. Muratori Special Issues in Acceleration 169 Chapter 13: Early to Rise: The Efects of Acceleration on Occupational Prestige, Earnings, and Satisfaction ......................... 171 Katie Larsen McClarty Chapter 14: Acceleration and Economically Vulnerable Children ................................................................. 181 Jonathan A. Plucker and Bryn Harris Chapter 15: Acceleration Practices With Twice-Exceptional Students. 189 Megan Foley-Nicpon and Charles Cederberg Chapter 16: Radical Acceleration .............................................................................................. 199 Jae Yup Jung and Miraca U. M. Gross Chapter 17: Academic Acceleration in Europe: A Comparison of Accelerative Opportunities and Activities ......................... 209 Lianne Hoogeveen Chapter 18: Acceleration in Australia: Flexible Pacing Opens the Way for Early University Admission ............................... 225 Marie Young, Karen Rogers, Katherine Hoekman, Helen van Vliet, and Lye Chan Long Appendices 241 A. Biographies ............................................................................................................... 243 B. The National Association for Gifted Children Position Paper on Acceleration ..................................................249 C. Guidelines for Developing an Academic Acceleration Policy ................................................................... 251 D. About the Belin-Blank Center and the Acceleration Institute .................................................................. 257 E. Resources for Parents and Educators ........................................................................................ 259 Author index .................................................................................................................267 Subject index ................................................................................................................. 271 A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students, Volume 2 i ii A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students, Volume 2 Acknowledgements A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students evolved from the seminal publication, A Nation Deceived: How Schools Hold Back America’s Brightest Students (Colangelo, Assou- line, & Gross, 2004). Therefore, the first acknowledgement is to the editors and authors of that publication for opening the door to a much-needed and long-overdue conversation about the intervention of academic acceleration for high-ability students. In particular, we acknowledge the important role that Professor Emer- ita Miraca U. M. Gross played in creating A Nation Deceived. We also acknowledge the John Templeton Foun- dation for funding the establishment of the University of Iowa Belin-Blank Center’s Acceleration Institute; the publication of Guidelines for Developing an Academic Acceleration Policy; and the publication and distribution of A Nation Deceived, Volume I, in 10 languages, and Volume II, in English. None of these advances in the field would have been possible without the private funding from the John Templeton Foundation. Similarly, A Nation Empowered would not have been possible without private support from several Belin- Blank Center Advisory Board Members. Specifically, we express our gratitude to Thomas Belin, Advisory Board Chair, and his sister, Laura Belin; Jef Perry and his mother, Beverly Perry; and Chuck Peters, CEO of the Gazette Company. Without their funding and support, we would not have been able to produce A Nation Empowered. A Nation Empowered is a ten-year follow-up to A Nation Deceived (2004). The new publication emphasizes updated research, policy, and practice regarding acceleration. A Nation Empowered uses a two-volume format. The evidence in Volume 2 is the basis for dismissing the often used excuses that result in our nation’s brightest students being held back. The goals of A Nation Empowered mirror those of A Nation Deceived; specifically, to create a publication that would be widely distributed to multiple stakeholders, including educators, school board members, and legislators, for the express purpose of revealing the evidence about the efectiveness of academic acceleration as an intervention for highly capable students. Several individuals contributed to both volumes of A Nation Empowered and we want to give special recogni- tion to them. We are grateful to the expertise of the Volume 1 writing consultant, Mary Sharp, whose contri- butions to Volume 1 were based upon the 18 chapters in Volume 2. We are also highly appreciative of the con- tributions from all of the authors for Volume 2. The entire central staf of the Belin-Blank Center contributed to the project in direct and indirect ways. Drs. Laurie Croft, Megan Foley-Nicpon, and Lori Ihrig are among the distinguished authors or co-authors of Volume 2 chapters. Two advanced doctoral students, Staci Fosen- burg and Katherine Schabilion, served as the editorial assistants and their contributions are immeasurable. Robyn Hepker, of Benson & Hepker Design, created the cover art for both volumes as well as all the art for Volume 1. Kelli Parsons, Advertising Production Supervisor, and Michele Maakestad, Graphic Designer, both of Fusionfarm, were always gracious and encouraging and seemingly tireless in their extraordinary eforts to format and proof and re-format and re-proof the chapters in Volume 2. Fusionfarm is credited with printing and distributing both volumes under the leadership of Steve Lorenz, Project Manager. Finally, we acknowledge the students, parents, educators, researchers, and policy-makers who are dedi- cated to finding the most appropriate interventions for highly-able students. They are our inspiration and empower our eforts. Susan G. Assouline Nicholas Colangelo Joyce VanTassel-Baska Ann Lupkowski-Shoplik A Nation Empowered: Evidence Trumps the Excuses Holding Back
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