Keywords

Academic Acceleration, Education Policy, Gifted Education

Abstract

The focus of this research was to provide recent descriptive information about acceleration policies and practices in Florida elementary schools. District, school, and personal demographic variables were investigated to determine the extent to which they affected school-based acceleration options provided for students. Also, school district policies were examined to determine which types of research-based acceleration options were more frequently used and what procedures were in place to guide the decision-making process. Results from this study indicated that extant acceleration policies only included grade skipping and limited procedures for referral, screening and decision-making in the schools. The most common types of acceleration offered in Florida elementary schools were subject acceleration in the Language Arts and Mathematics provided outside of the regular classroom, continuous progress, and curriculum compacting. The most frequently selected reason for not accelerating a student listed by both school principals and district administrators of gifted education programs was concern over a student's social and emotional development. No relationship was found to exist between schools' or principals' personal demographic variables and types of acceleration offered in elementary schools. No relationship was found between elementary school principals' knowledge of gifted learners and the types of acceleration implemented in their schools.

Notes

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Graduation Date

2009

Advisor

Bozeman, William

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Educational Leadership

Format

application/pdf

Identifier

CFE0002969

URL

http://purl.fcla.edu/fcla/etd/CFE0002969

Language

English

Release Date

December 2012

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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