Journal
GIFTED CHILD QUARTERLY
Volume 55, Issue 1, Pages 39-53Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0016986210383155
Keywords
acceleration; meta-analysis; high-ability learners; academic achievement; social emotional development
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Current empirical research about the effects of acceleration on high-ability learners' academic achievement and social-emotional development were synthesized using meta-analytic techniques. A total of 38 primary studies conducted between 1984 and 2008 were included. The results were broken down by developmental level (P-12 and postsecondary) and comparison group (whether the accelerants were compared with same-age, older, or mixed-age peers). The findings are consistent with the conclusions from previous meta-analytic studies, suggesting that acceleration had a positive impact on high-ability learners' academic achievement (g = 0.180, 95% CI = -.072, .431, under a random-effects model). In addition, the social-emotional development effects appeared to be slightly positive (g = 0.076, 95% CI = -.025, .176, under a random-effects model), although not as strong as for academic achievement. No strong evidence regarding the moderators of the effects was found.
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