Whole-Grade Acceleration: From Student to Policy

Autor/inn/en	Lupkowski-Shoplik, Ann; Assouline, Susan G.; Lange, Randolph
Titel	Whole-Grade Acceleration: From Student to Policy
Quelle	In: Gifted Child Today, 45 (2022) 3, S.143-149 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lupkowski-Shoplik, Ann) ORCID (Assouline, Susan G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/10762175221091856
Schlagwörter	Acceleration (Education); Student Placement; Academically Gifted; Educational Policy; Models; Barriers; Ohio + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Schülerpraktikum; Politics of education; Bildungspolitik; Analogiemodell
Abstract	Whole-grade acceleration moves a student up one or more grades in response to that student's academic needs. Although grade-skipping is supported by decades of research, this type of acceleration is not often used. Acceleration policies make whole-grade acceleration available to more students who would benefit, encourage more educators to use the intervention, and result in more equitable access of acceleration to qualified students. Whole-grade acceleration policies detail the entire process of obtaining accelerated placement and services--from the referral of the student through the transition to acceleration. A child-study team (not an individual) makes the decision, addresses academic gaps, and monitors the student's transition to acceleration. Acceleration policies help ensure this intervention is implemented consistently. Utilizing excellent acceleration policies can result in students achieving the developmental goal of competence and engagement in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01