Section 1.2 Overview: Types of Acceleration
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This section of Module 1 focuses on two major types of acceleration and how these approaches are implemented in schools. Specifically, the section will explore key elements and considerations around subject-based acceleration and grade-based acceleration. Note that the later modules will build on this section with additional resources on decision-making around these different types of acceleration.
By the end of this section, you should be able to answer these questions:
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What are the major types of acceleration? How are they alike, and how do they differ?
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How does each major type of acceleration help schools respond to students’ advanced learning needs?
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Why are grade-based acceleration and subject-based acceleration important approaches for encouraging continuous learning and engagement for students?
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What is the research evidence for the effectiveness of subject-based and grade-based acceleration?
As you explore the materials, please also use these questions to guide your thinking:
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What strategies do you employ to make all students feel included, engaged, and challenged in your classroom, especially if they are entering through an “unusual” path such as moving to the area or changing schools mid-year?
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How do the individual characteristics of the student influence your use of such strategies?
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How might you think about similar strategies and considerations in welcoming an accelerated student into your class?
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Why are some forms of acceleration, like AP courses, much more widely accepted than others, like grade skipping?
Section 1.2 Quotes
Consider the following as you engage with Section 1.2:
- “There was a clear sense that the school had invested in us, which I think made us all try harder and feel better about ourselves. The independent learning setup only served to fuel my competitive streak. I tore through the lessons, quietly keeping tabs on where I stood among my peers as we charted our progress from long division to pre-algebra, from writing single paragraphs to turning in full research papers. For me, it was like a game. And as with any game, like most any kid, I was happiest when I was ahead” (Obama, 2018, p. 116).
- “It’s these advanced learners who worry me most. I lay awake at night seeing the faces of these children, imagining them sitting in classrooms across the country, bored, but dutifully completing yet another worksheet or packet that they do not need. They raise their hands but believe they won’t get called on, because the teacher ‘knows that they know it already.’ They look up from their desks for their share of attention, only to see their teachers swooping around the classroom, zooming in on struggling learners who have basic questions and concerns. Sometimes while waiting, they cause a commotion by making a provocative comment, or they simply fall into a kind of quiet despair. More compliant learners often pull a thick chapter book out of their desks because they don’t want to bother anyone” (Woods-Murphy, 2017, paras. 8-10).
- From a teacher reflecting on supporting the acceleration process: “‘[The parents] were worried that their child would start to struggle, but the transition was so gentle. So with lots of reassurance that nothing would be set in stone, that we could pull back at any time, and that we would stay in close contact, they agreed to try segments with 2nd grade. Their child was so excited to be learning with peers who were on the same level.’ Before long, the draw to be with peers who were thinking and learning at the same level won out and the student made a full transition for the final quarter of the year. Now in high school, he continues to thrive and is among the top performers in his class” (Walker, 2017, paras. 20-21).
Section 1.2 Read/View/Explore
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Please review each of the following resources:
- Read: Excerpt from A Nation Empowered, chapter 4: Acceleration Works (see attachment)
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- Read: Excerpt from A Nation Empowered, chapter 7: The Disconnects (see attachment)
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- Watch: Slide show — types of acceleration
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- Read: Blog Post: Subject Acceleration, A How-To List: https://belinblank.wordpress.com/2019/01/16/subject-acceleration-a-how-to-list/
- Watch: Acceleration and Enrichment (This video continues the interview with Dr. Joyce VanTassel-Baska, with discussion of the relationship between acceleration and enrichment as services that may be provided for students with advanced learning needs.)
Section 1.2 Go Deeper (Optional)
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If you wish to explore the focus of section 1.2 further, consider the following resources:
[A Nation Empowered, vol. 2, chapters 1, 14 ] (Assouline et al., 2015) (see attachment)
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- Read: Developing Academic Acceleration Policies Whole Grade, Early Entrance, and Single-Subject (specifically pages 11-19) (Lupkowski-Shoplik et al., 2018) (see attachment)
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- Watch: The full version of the interview about acceleration with Dr. Joyce VanTassel-Baska is available here (19 minutes)
Note: These resources are provided merely for your interest and exploration — the “Go Deeper” section is not an expectation of your participation.