The current study of acceleration is based on the following premise: Schools (and districts) would be more likely to promote whole grade acceleration of gifted students if: (i) there were a universal screening process to identify children for whom an IAS should be completed, and (ii) school personnel were trained to use the IAS to evaluate students for potential acceleration. Furthermore, universal screening and use of the IAS will result in more equitable identification of traditionally underserved students as candidates for acceleration, ultimately leading to higher acceleration rates of traditionally underserved students.
We propose to intervene to (a) provide professional development for teachers and other relevant school personnel to increase awareness of acceleration as a useful intervention for potentially gifted children, (b) establish a universal screening process to determine when and for whom the IAS should be administered and (c) train teachers and other relevant school personnel to interpret screening data relevant to the acceleration decision, including IAS data.
The combination of training on the benefits and appropriate uses of acceleration, universal screening for acceleration, and the process of gathering and evaluating data will increase awareness among educators of the potentially positive effects of acceleration. As a result, we expect school personnel to demonstrate greater confidence in their ability to make decisions about acceleration and to express more likelihood to recommend students for acceleration. Although schools are asked to universally screen for acceleration and implement the IAS with the group of students who “screen positive,” schools are under no obligation to abide by the recommendation of the IAS. It is our belief, however, that this process will make school personnel more likely to accelerate students who are recommended for acceleration by the IAS.
Research Design and Research Questions
We propose a randomized control trial to test our intervention package. We will use school-level randomization to determine which of our volunteer schools will implement the IAS and screening based intervention and which will serve as wait-list controls. Control schools will have the option of participating in the professional development and guidance regarding implementation of the IAS after the completion of the 2-year intervention period in treatment schools. This will help ensure the continued participation of schools randomized to control.
The study will answer the following primary and secondary research questions:
Primary Research Questions (Increasing Usage and Awareness of Acceleration):
- Does the intervention increase the number of students who are:
- whole grade accelerated?
- accelerated in reading/language arts?
- accelerated in mathematics?
- Equivalent to research question 1 but for students from traditionally underserved
- Based on data collected from a researcher-developed survey instrument (described below) and completed by relevant school personnel, we will answer the following questions:
- Is acceleration regarded as an effective intervention for identified gifted students?
- Are teachers and schools likely to utilize acceleration in the future?
- How confident are school personnel in their ability to correctly identify candidates for acceleration?
Secondary Research Questions (Efficacy of Acceleration)
In addition to examining the effect of the intervention on the frequency of whole grade and/or subject-specific acceleration, we will also evaluate the efficacy of acceleration as an intervention.
- Does academic acceleration lead to improved student performance? Specifically:
- Do accelerated students perform better on MAP mathematics achievement tests?
- Do accelerated students perform better on MAP reading achievement tests?
- Does academic acceleration lead to improved affective outcomes for students in the following areas: Academic self-perception, attitude towards classes, motivation for school, perceived level of academic challenge?