Evidence Overcomes Excuses: Academic Acceleration Is an Effective Intervention for High Ability Students 1

Susan G. Assouline; Ann Lupkowski-Shoplik; Nicholas Colangelo

doi:10.4324/9781315639987-17

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Book chapter

Evidence Overcomes Excuses: Academic Acceleration Is an Effective Intervention for High Ability Students 1

Susan G. Assouline, Ann Lupkowski-Shoplik and Nicholas Colangelo

Fundamentals of Gifted Education, pp.173-186

Routledge, 2

2018

DOI: 10.4324/9781315639987-17

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Abstract

“As intimidating and time-consuming as [advocacy on behalf of our son was], we were more scared to do nothing” (quote from parent of an accelerated student, p. 5 of A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students, Vol. 1)

Gifted Education

Prufrock Press

Autism Spectrum Disorder

Grade Skipping

High Ability Students

Advanced Placement Program

Effect Size

Residential High Schools

NELS

Child’s Interpersonal Skills

Advanced Grade Level

Early Entrance

Gifted Students

Common Core State Standards

Curriculum Compacting

Generation Science Standard

Lea

Talented Education

High School Math Teachers

Early Entrance Program

Foley Nicpon

Talent Search Programs

Attention Deficit Hyperactivity Disorder

Early Entrants

Acceleration Policy

Details

Title: Subtitle: Evidence Overcomes Excuses: Academic Acceleration Is an Effective Intervention for High Ability Students 1
Creators: Susan G. Assouline
Ann Lupkowski-Shoplik
Nicholas Colangelo
Contributors: Carolyn M. Callahan (Editor)
Holly L. Hertberg-Davis (Editor)
Resource Type: Book chapter
Publication Details: Fundamentals of Gifted Education, pp.173-186
Edition: 2
DOI: 10.4324/9781315639987-17
Publisher: Routledge
Alternative title: Academic Acceleration
Language: English
Date published: 2018
Academic Unit: Belin-Blank Center; Iowa Neuroscience Institute; Counselor Education; Psychological and Quantitative Foundations
Record Identifier: 9984374234502771

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