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Version 1.1 – Updated August 2021

Acceleration programs

Overview

  • Influence: Acceleration programs
  • Domain: Classroom
  • Sub-Domain: Curricula for gifted students
  • Potential to Accelerate Student Achievement: Potential to considerably accelerate
  • Influence Definition: These programs allow students to reduce the time spent on a year’s curriculum expectations by skipping a year, telescoping the curriculum coverage, and going deeper on fewer curriculum topics. Three types of achievement goals have been recommended: a learning or task involvement goal focused on the development of competence and task mastery (an approach orientation), a performance or ego involvement goal directed toward attaining favorable judgments of competence (also an approach orientation), and a performance or ego involvement goal aimed at avoiding unfavorable judgments of competence (an avoidance orientation).

Evidence

  • Number of meta-analyses: 4
  • Number of studies: 117
  • Number of students: 4,340
  • Number of effects: 462
  • Effect size: 0.62

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Review of Educational Leadership Kulik & Kulik USA Effects of Accelerated Instruction on Students 1984 Acceleration on gifted 26 0 13 0.88
A nation deceived: How schools hold back America’s brightest students Kulik USA Meta-Analytic Studies of Acceleration 2004 Acceleration with same age controls on gifted 11 4,340 11 0.87
Journal of Educational Psychology Steenbergen-Hu & Moon USA A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning 2011 Acceleration on gifted 38 0 141 0.29
Book Rogers USA Meta-analysis of 26 forms of academic acceleration: Options for elementary (primary) and secondary learners with gifts and talents 2021 Different methods of accelerated on gifted 42 0 297 0.45
TOTAL/AVERAGE 117 4,340 462 0.62

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 3 3 2 3 3
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