Life in the Fast Lane: Effects of Early Grade Acceleration on High School and College Outcomes

Autor/in	McClarty, Katie Larsen
Titel	Life in the Fast Lane: Effects of Early Grade Acceleration on High School and College Outcomes
Quelle	In: Gifted Child Quarterly, 59 (2015) 1, S.3-13 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986214559595
Schlagwörter	Academically Gifted; Acceleration (Education); Comparative Analysis; Educational Attainment; Academic Achievement; Advanced Placement Programs; High Achievement; Program Effectiveness; High School Students; College Students; Grade Point Average; College Choice; Regression (Statistics); Scores; Reading Achievement; Science Achievement; Mathematics Achievement; Longitudinal Studies; ACT Assessment; National Merit Scholarship Qualifying Test; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Bildungsabschluss; Bildungsgut; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Studienortwahl; Regression; Regressionsanalyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung; Scholarship; Scholarships; Stipendium
Abstract	Research has repeatedly demonstrated the positive effects of acceleration for gifted and talented students. This study expands the literature by not only evaluating the impact of early grade skipping on high school and college outcomes but also examining the role of postacceleration opportunities on subsequent performance. Using a representative national sample, accelerated students were compared with older grade-level peers who had similar academic and demographic backgrounds. Results suggest that, on average, accelerated students consistently and significantly outperformed their nonaccelerated peers, both in high school and in college. Furthermore, postacceleration educational opportunities provided additional benefit; students who skipped a grade and also participated in challenging academic programs (e.g., Advanced Placement, high-ability instructional groups) demonstrated particularly high achievement. Results suggest that gifted learners profit most when acceleration is coupled with additional opportunities for advanced study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10