Articles are listed in descending order by year (most recent first), and then by first author's last name.
Luckey Goudelock, J., & Grantham, T. (2023). Applying Frasier Four A's to promote upstander teachers for academic acceleration of gifted Black students. Gifted Child Today, 46(4), 250–265. https://doi.org/10.1177/10762175231186455
Acceleration is an effective approach for many high ability students, and it can be especially beneficial for Black students. Upstander teachers are those who recognize educational crises and the problem of overlooked and underdeveloped gifts and talents of Black students in regular and gifted education programs. They proactively identify Black students’ intellectual and academic strengths and plan not only enrichment services, but accelerated pathways for Black students to be appropriately challenged. Too many Black students with gifts and talents succumb to boredom, underachievement, and atrophy when bystander teachers have low academic expectations of them and fail to recommend them for academically rigorous advanced and accelerated learning experiences. The purpose of this article is to present acceleration as a means of creating equitable opportunities in gifted education for gifted Black students using Frasier’s Four A’s framework: attitude, access, assessment, and accommodation. Specifically, the following questions are addressed: What are upstander attitudes toward acceleration and related policies? How can upstander teachers know if a Black student is a good candidate for acceleration and increase their access to acceleration? How can upstander teachers provide equitable assessments of Black students for acceleration? What can upstander teachers do to support acceleration programming that accommodates the needs of gifted Black students? Six tables provide an overview of acceleration types, a guide to promote equitable acceleration, and considerations for accelerating gifted Black students.
Hafenstein, N. L., Boley, V., & Lin, J. (2022). State policy and funding in gifted research. Gifted Child Today, 45(4), 226–234.
https://doi.org/10762175221110938
Policy and funding influence equitable education for students who are gifted. The concept of equity is examined through variations in policy and in funding at the state, district, and local levels. Challenges and barriers to equity in policy and funding include policy structures, where policy provides guidance without accountability measures, or where policy does include systemic evaluation for improvement. Examples have been drawn from four different states in different areas of the United States and multiple examples from various districts are presented. State level mandates for identification of and service to gifted learners are presented, including those following the Exceptional Children’s Education Act and those not. Variations in definitions of gifted are articulated. District level policies, demonstrating local control, illustrate ranges of service and guidance. Examples of the broad range of funding available for gifted programming are articulated and include base funding as well as formulaic metrics. Adequate resources for equitable gifted education are explored by considering expenditures and allocations of funding, frequently dependent on locale, school size, and economic resources. A call for action suggests practices to improve equity in gifted education include building and implementing strong advocacy skills, pursuing fiscal support for services for gifted learners, and committing to a professional developed workforce through formal and informal professional learning for educators and policymakers. Educator attitudes and beliefs and public perceptions that may perpetuate myths are examined in relation to equitable services for gifted students.
Lupkowski-Shoplik, A., Assouline, S. A., & Lange, R. (2022). Whole-grade acceleration: From student to policy. Gifted Child Today, 45(3), 143–149. https://doi.org/10.10762175221091856
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.
Rinn, A. N., Mun, R. U., & Hodges, J. (2022). 2020-2021 State of the states in gifted education. National Association for Gifted Children and the Council of State Directors of Programs for the Gifted. https://cdn.ymaws.com/nagc.org/resource/resmgr/2020- 21_state_of_the_states_.pdf
The Council of State Directors of Programs for the Gifted (CSDPG) is pleased to once again partner with the National Association for Gifted Children (NAGC) on the 2020-2021 State of the States in Gifted Education Survey and Report. This biennial survey and report represent an important partnership in support of the nation’s advanced learners.
Information collected in this survey provides insight into several key factors impacting gifted education policies and practices at the local, state, and federal levels. These factors include, but are not limited to, the following:
- Gifted Identification policies and practices;
- Gifted services and other advanced learning opportunities;
- Funding for gifted education; and
- Accountability
The resulting report is intended to be used for education and research about the experiences of students who are gifted across the nation. Let the report serve as a lever of positive change to improve outcomes and opportunities for all advanced learners.
Hertzog, N. B. (2022). Early entrance to kindergarten? It depends... Gifted Child Today, 45(3), 137–142. https://doi.org/10.1177/10762175221091858
Entering kindergarten is one form of accelerating one's path through schooling. The unique needs of young learners require policies for early entrance to kindergarten to be flexible, and options for parents to be accessible and equitable across school districts and communities. In this article, the author discusses state policies for early entrance to kindergarten, issues to consider when making decisions about enrolling one's child into kindergarten early, and emphasizes the need to examine not only the child for indicators of readiness but also more importantly the environment in which the child is entering. Ideally, when considering early enterence to kindergarten, the child's holistic needs would match the placement.
Plucker, J. A., Healey, G., Meyer, M. S., & Roberts, J. L. (2022). Early high school graduation: Policy support for secondary acceleration. Gifted Child Today, 45(3), 150–156. https://doi.org/10.1177/10762175221091857
In recent years, state and local support for academic acceleration has created opportunities for students with advanced learning needs to move through their education at a pace that matches their abilities and may be faster than their same-age peers. As a result, it is not uncommon for exceptionally bright students to complete their high school graduation requirements early. These students have the option to stay in high school and complete additional coursework or move on to postsecondary settings to continue their academic talent development. This article explores state and local policies on early graduation and highlights supportive policies and potential barriers to this type of acceleration.
Alarfaj, A., & Al-Omair, R. A. L. (2020). The whole grade acceleration policy in the Kingdom of Saudi Arabia and the state of Massachusetts, USA–An analytical comparative study. International Education Studies, 13(8), 55–67. https://doi.org/10.5539/ies.v13n8p55
The research aims, through a comparative analytical study, to unveil whether there is an actual whole-grade acceleration policy in the kingdom of Saudi Arabia (KSA) if compared with that applied at Massachusetts, USA. Adopting such a policy secures the right of the gifted student to grow academically in proportion with his peculiar potentials. The research adopts the comparative analytical method (qualitative) using two tools: document analysis and semi-structured interview. The sample of the study comprised two education supervisors in charge of acceleration system in the department of the gifted in KSA and school principals applying the system in the state of Massachusetts. The foremost result, which the study came up to, was that the Saudi educational system has a comprehensive written acceleration policy based on scientific frameworks, while Massachusetts doesn’t have a specific document for applying a comprehensive acceleration policy. The research concluded with some recommendations among which are: The comprehensive acceleration policy in KSA still needs to develop, especially in the following areas: Classes and study levels on which the acceleration system and guidance services are applied, and The need to review acceleration procedures as they are among the obstacles that hinder an active application of the policy at the present time.
Wellish, M. (2019). Ceilinged out: Gifted preschoolers in early childhood services. Journal or Advanced Academics, 30(3), 326–354. http://doi.org/.o0r.g1/107.171/1797/3129232020X2X1919885511276
A relatively pervasive “silence” exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research gap. A total of 184 early childhood educators were surveyed in relation to their knowledge and attitudes about giftedness, and 10 of those respondents were also interviewed. A purposive sample of eight parents whose gifted preschoolers had been recommended for early entry by a psychologist were also interviewed. Findings indicate that early childhood educators are at a loss in relation to gifted children’s intellectual, social, and emotional needs that are neither understood nor met according to their parents. Compulsory preservice coursework about giftedness is recommended.
Colangelo, N., Assouline, S. G., Marron, M. A., Castellano, J. A., Clinkenbeard, P. R., Rogers, K., ..., Smith, D. (2010). Guidelines for developing an academic acceleration policy. Journal of Advanced Academics, 21(2), 180-203.
This report was compiled by a National Work Group in Acceleration consisting of researchers representing the Belin-Blank Center Institute for Research and Policy on Acceleration, the National Association for Gifted Children, and the Council of State Directors of Programs for the Gifted. It includes a brief discussion about the types of acceleration and research on effectiveness, then provides suggestions for schools and school districts regarding essential elements of acceleration policies and methods of implementation.
The full report can be found here.
Gallagher, J. J. (2008). Psychology, psychologists, and gifted students. In S.I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, reasearch, and best practices (pp. 1-11). New York: Springer.
This is the first chapter in Pfeiffer's Handbook of Giftedness in Children, and it provides an overview of many of the topics to be covered in the subsequent chapters. Questions such as "Who are the gifted?" and "Where does giftedness come from?" are posed and discussed, and special attention is paid to characteristics of giftedness and gifted education.
Florida Board of Education. (2003, December). Study on acceleration mechanisms in Florida. Retrieved January 19, 2006, from http://www.firn.edu/doe/postsecondary/pdf/acc_accelerationstudy_1203.pdf
In response to Florida Legislature House Bill 1739, the Florida Board of Education conducted a review of the acceleration mechanisms available to high school students in Florida. The review focused on seven areas: - Advising,
- Availability,
- Grading Practices,
- Applicability of accelerated credit to general education requirements,
- Reducing class size through the use of acceleration,
- Funding, and
- Credit-by-examination opportunities after completion of dual enrollment courses.
The review focuses on developing state guidelines to address minimum requirements for participation in acceleration, defining the meaning of “successful completion” of an acceleration mechanism, developing sample parent notification forms for student involvement in programs, and continuing to fund dual enrollment programs.The review is now available here.
Gallagher, J. J., Clayton, J. R., & Heinemeier, S. (2001). Education for four-year-olds: State initiatives (Tech. Rep. No. 2). Chapel Hill: University of North Carolina, Frank Porter Graham Child Development Center, National Center for Early Development & Learning.
Continues and extends earlier study of development of prekindergarten policy from 2001. Examines how states manage a major shift in education policy by establishing state-funded pre-K programs. Includes lessons learned and recommendations for states thinking about beginning or extending pre-K programs.
Gallagher, J. J. (1995). Education of gifted students: A civil rights issue? Phi Delta Kappan, 76, 408-410.
There are many students with high native abilities that remain underdeveloped because of inadequate opportunity, practice, and motivation. Although genetics significantly affects development of various intelligences, environment (including cultural values) and sequential experiences help crystallize native abilities. Schools must organize and institutionalize equal opportunities and experiences for talented students, regardless of race, gender, or ethnic origin.
