General Feedback for Section 1.3 Check-Up

General Feedback for Section 1.3 Check-Up


Q1. Which of the following is true about social-emotional outcomes of acceleration for students?

a. There is no research evidence of consistent negative effects of acceleration on social-emotional outcomes.

b. Research consistently shows negative social-emotional effects of acceleration for students who are grade-skipped.

c. Research consistently shows positive social-emotional effects for subject acceleration.

d. There is strong research evidence of positive effects of acceleration on social-emotional outcomes.


Correct answer: a. Being accelerated does not appear to have a consistent overall positive or negative effect on social-emotional outcomes.


Q2. Which of the following statements is true about acceleration?

a. Researchers have found that students who were grade accelerated showed no difference in their perceived ability to make friends compared to other students.

b. Acceleration is more costly than most other interventions for advanced learners.

c. Studies of students who were accelerated have found that those who were dissatisfied with their experience wish they had never been accelerated.

d. When considering subject or grade acceleration for students, it is safer to decide not to accelerate.


Correct answer: a. When compared with students in heterogeneous groups in a norming sample, accelerated students showed no difference in perceived interpersonal competence.


Q3. Which of the following is true about research findings on the outcomes of acceleration?

a. Students who were accelerated have achieved higher levels of academic success compared to peers who were not accelerated, including higher likelihood of ultimately earning a PhD.

b. Early entrance to college has been shown to be likely to result in academic and social and emotional problems.

c. Students involved in acceleration have been shown to experience gaps in their knowledge base that yield later problems for their academic achievement.

d. The short-term and long-term academic outcomes of acceleration are too inconsistent to generalize.


Correct answer: a. Consistent evidence demonstrates positive short- and long-term academic benefits of acceleration.




Previous Page – Section 1.3 Check-Up

Next Page – Module 2 Overview

Go to the Index Page