The Extent, Nature and Effectiveness of Planned Approaches in ...

Swiatek (2002) concludes that the SMPY studies “clearly show that students who choose to acceleratedo not suffer academically as a result of this decision, but that they gain speed in their educationalprovision” (p. 143).Many studies have shown support for the academic benefits of acceleration (see for example Brody &Benbow, 1987; Gross, 1992; Kulik & Kulik, 1991, 1992; Southern & Jones, 1991; Swiatek, 2002; VanTassel-Baska, 1992a). The Kulik and Kulik meta-analysis of accelerated classes is one such study(1992). This research examined 23 studies in which achievement of students in accelerated classes wascompared to achievement of students in non-accelerated classes. In every study, the gifted students inthe accelerated classes outperformed their peers in non-accelerated classes; however, it is important tonote that these studies reported the results for groups of students, as opposed to individuals. The effectsize was significant, with accelerated students achieving approximately one standard deviation higherthan their same-age non-accelerated peers. As with Kulik and Kulik’s (1992) findings regardingenriched classes, it is unclear the exact nature of the accelerated provisions examined.One of the concerns expressed in the literature is that students who are accelerated will have gaps inthe development of basic skills (Southern & Jones, 1991). The accelerated students studied by SMPYdo not support the belief that acceleration will lead to gaps or weaknesses (Swiatek, 2002). In fact,their strong performance at academic levels attests to their understanding of previous material(Swiatek & Benbow, 1991). Students who were accelerated in mathematics retained enthusiasm fortheir subject and indicated plans to major in mathematics or science (Kolitch & Brody, 1992).Recommendations from Vialle et al.’s (2001) study was that accelerated students should be placedwith the more talented students in the grade so that the pace of work was more appropriate, andsecondly, that the teachers should use a problem-based, student-centred approach rather than ateacher-centred approach. Students prefer assignments that give them choice, more enrichment,essentially a qualitatively different curriculum to match their interests and learning styles.Mathematically gifted females in Gavin and Reis’s (2003) study also report the need for a learningenvironment that encourages creative thinking, risk taking, alternative assessments, and choicewhenever possible to maximize student learning and interest.One of the objections put forward by critics of acceleration is that it places unrealistic demands onstudents, reducing the amount of time for social activities and other extra-curricula activities (Southern& Jones, 1991). The research findings suggest that students who are accelerated do not suffer anylong-term social or emotional consequences as a result of this experience (Southern & Jones, 1991;Van Tassel-Baska 1992a; Vialle et al., 2001). The students in Vialle et al.’s (2001) study reportedincreased feelings of fulfilment and self-confidence as a result of acceleration. Each of the studentsreported that they were happier socially and emotionally after their acceleration. They also commentedon the high expectations placed on them in their accelerated class with most feeling that the experiencegave them more confidence in their own abilities and that this related to their academic abilities.Acceleration appeared to have little or no effect on students’ attitudes toward school, participation inschool activities, popularity, or adjustment (Kulik & Kulik, 1992).Hoekman, McCormick and Gross (1999) examined the effectiveness of a variety of acceleratededucational interventions in terms of self-reported satisfaction of gifted students’ affective andmotivational needs. They concluded that if students are intrinsically motivated they are more likely tofunction effectively in school, with higher achievement, better perceptions of competence and loweracademic anxiety. Conversely, Freeman (2001) reported that some accelerated students suffer sociallyand emotionally as a result of acceleration. In her study, she found that students of similar academicability who were not accelerated were more involved in the non-academic aspects of schooling andseemed happier, in comparision to those who were accelerated. She states that for some highly giftedaccelerates, the “normal growing-up problems had been exacerbated by being accelerated in school”(p. 188).The findings regarding self-esteem are less clear-cut. In some studies self-esteem scores are slightlylower among accelerated students (Swiatek & Benbow, 1991) but the difference in this area is49