Myth: Acceleration Placement Options are Socially Harmful for Gifted Students
Many gifted students are uncomfortable with children their same age and are often happier learning and interacting with older children or adults. Acceleration can place advanced students with others of similar ability, reducing anxiety and abnormal social behavior. Acceleration is not the answer for every gifted child, but it is a valuable option for many. According to James A. Kulik of the University of Michigan, “Meta-analytic reviews have consistently concluded that educational acceleration helps students academically without shortchanging them socially and emotionally” (Kulik, 2004). Below are various sources discussing the benefits of acceleration.
• For information about the success of acceleration along with links to more resources, visit our "Acceleration" webpage
• Fiedler, E.D., Lange, R. E., & Winebrenner, S. (1993). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roper Review, (16), 4-7.
• Kulik, J. A. (2004). Meta-analytic studies of acceleration. In N. C. Colangelo, S. G. Assouline, & M. U. M. Gross. (Eds.), A Nation Deceived: How Schools Hold Back America's Brightest Students Volume II. (pp. 13-22). Iowa City: University of Iowa.