This is the third episode of our new series, Accelerated Thinking, examining the opportunities and challenges faced by high ability learners. As someone who is invested in the growth and development of a student, you may have a gut feeling that their needs aren’t being met, but when that happens, what do you do?
Accelerated Thinking Podcast notes, links and resources:
Researchers at CTD conducted 2 studies of the past 100 years of acceleration research and found substantial evidence to support acceleration practices. Their findings were reported in the prestigious Review of Education Research journal in an article entitled “What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement: Findings of Two Second-Order Meta-Analyses”. (https://journals.sagepub.com/doi/10.3102/0034654316675417) This article can be an excellent resource to provide teachers and administrators with evidence-based support for acceleration.
The Washington Post published a good introductory article to the Jack Kent Cook Foundation’s report “Equal Talents, Unequal Opportunities” which includes a direct link to the original report. (https://www.washingtonpost.com/news/local/wp/2015/03/31/gifted-students-especially-those-who-are-low-income-need-more-attention-report-argues/?utm_term=.55d368860349) Another article published in Education Week provides additional perspective on the implications of the study and may also be a good resource to share with collaborators. (https://www.edweek.org/ew/articles/2015/05/20/poorest-students-often-miss-out-on-gifted.html)
Briefly referred to in this podcast, there is a report to come from the Belin Blank Institute entitled A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students which provides extensive examples of the success of acceleration practices in meeting students’ needs. (http://www.accelerationinstitute.org/nation_empowered/)
In 2015, The Washington Post posted a good summative article introducing the report and providing some anecdotal talking points. (https://www.washingtonpost.com/local/education/why-do-schools-slow-down-so-many-bright-children/2015/06/21/39992086-14a4-11e5-9518-f9e0a8959f32_story.html?utm_term=.d17182597f61)
The Illinois Association for Gifted Children (IAGC) has a page with an overview that will help clarify the implications and impact of the act going forward. (https://www.iagcgifted.org/IL-Acceleration-Act)
Missoula County Public Schools is one district which has adopted the use of the Iowa Acceleration Scale and there is brief news story from the Missoulian published in 2017 about how they established their acceleration policy using the IAS. (https://missoulian.com/news/local/acceleration-procedures-established-in-missoula-schools/article_eb594e58-29ea-53aa-981f-d867be8570e1.html)
The assessment is particularly helpful when considering whole-grade skipping and the Davidson Institute has a review of the scale which provides salient details that may be helpful to teachers and administrators considering their assessment options. (http://www.davidsongifted.org/Search-Database/entry/A10053)
As we mentioned in the podcast, NAGC has a 2 page Classroom Advocacy Guide that can help get you started. (http://www.nagc.org/sites/default/files/Parent%20CK/NAGC-Classroom%20Advocacy-Tip%20Sheet-FINAL_0.pdf) Additionally, they have a webpage dedicated to guiding advocacy efforts with additional advice, links and resources. (https://www.nagc.org/get-involved/advocate-high-ability-learners/advocating-gifted-programs-your-local-schools)
If you have questions about any of these resources or need any additional assistance, please feel free to e-mail us directly.
Thank you for listening,
Andrew Bauer [email protected]
&
Erik Parsons [email protected]
