Reflection #5

Interesting enough, when I realized this article was about accelerating students my first instinct was to say, “No way”.  The reason for this being I just assumed acceleration of students solely meant skipping grade levels. After reading through the material and evidence, my thought process and opinion has changed to, “It’s an option, for SOME students.”  Therefore, I do agree in acceleration of students, to a degree.  Acceleration, as defined by the authors Colangelo, Assouline, & Gross (2004, p5.), states,

“Acceleration is an educational intervention that moves students through an educational program at a faster than usual rate or younger than typical age. Acceleration includes single-subject acceleration, whole-grade-skipping, early-entrance to school, and Advanced Placement (AP) courses. Acceleration means matching the level, complexity, and pace of the curriculum with the readiness and motivation of the student.”

As the authors gave examples of America’s leaders who skipped grades, it was apparent to me that this is not a “no way” kind of decision.  The decision needs to be made on a case-by-case basis.  It is amazing to me that people like Martin Luther King Jr., T.S. Eliot, James Watson, and Sandra Day O’Connor all graduated early or skipped grades (Colangelo, Assouline, & Gross, 2004). These people made such a huge difference in our society; I can’t help but wonder if things would have been the same had they not been given the chance to accelerate? I also appreciated the comments from the student, Alexis Hanson, who accelerated from 6^th to 7^th grade.  She brings up great points regarding how students who accelerate deal with different issues.  One struggle she points out is the difficulty she felt moving into college. She says she had a hard time with study skills because she hadn’t ever needed them (Colangelo, Assouline, & Gross, 2004).  I find that interesting because EVERY student has trouble with study skills.  If that is the only concern she really had moving into college, I think she is right on track. Serving students with special gifts and talents is not a new concept, it is a concept that has been ignored and needs to be addressed in a new light.

The myths and truths that caught my attention also came in two-fold: agree and partially agree.  Again, this is why I now believe in acceleration, for SOME students. The myths and truths to come are from authors Congelo, Assouline, & Gross (2004).  Starting with Myth #4: “Age trumps everything else,” (p.6) explains that for many educators, age has become the determination for grade placement. I agree that this idea does play a huge role in the placement, but I do not agree that it actually should play a role.  I agree with the authors in the idea that students should be placed on readiness, not age. Myth #5: “Safer is better than sorry,” (p.6) supports the idea that teachers would rather keep a student in the age appropriate grade than regret the decision later.  Again, I agree that this does play a part in placement, but do not necessarily think it should.  The regret is very little compared to the satisfaction of acceleration for most students. Myth #8: “New friends are hard to make,” (p.7) is a reason I agree with because I have actually seen this take place.  The few students I have seen that skipped a grade struggled with emotional and physical readiness and therefore struggled to make friends. Myth #6 I partially agree with; it states, “Acceleration is not taught in colleges of education (p.7).”  Apparently it can be proven that acceleration is not taught in many colleges, but my college of education did cover GATE students and acceleration.  We did not have one specific class on the topic, but it was addressed multiple times. As I read through the truths and myths posed by the authors (p. 6-7), I did feel they were on the right track with their ideas.  Even if I did not totally agree with the idea, I agree that they are truths and myths.

According to the research I’ve completed regarding CCSD (CCSD Support Services Division) curriculum and standards in teaching gifted and talented students, it seems the idea of acceleration in neutral. It is very rare for a student to skip a grade. So, in that sense it is not highly complemented.  However, the district does provide gifted and talented education (GATE) to gifted students in grades 3-5.  Also, at the middle and high school levels there are accelerated classes in reading, math, English, and science. As well as advanced placement (AP) classes in high school.  Through these programs, it seems acceleration is supported in CCSD.

Reference

CCSD Student Support Services Division: http://sssd.ccsd.net/gate.html

Colangelo, N., Assouline, S.G., & Gross, M.U.M. (2004). A nation deceived: how schools hold back America’s brightest students. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, 1, 1-82. Retrieved from: http://nationdeceived.org