The Socioaffective Impact of Acceleration and Ability Grouping: Recommendations for Best Practice From: The Gifted Child Quarterly | Date: October 1, 2007| Author: Neihart, Maureen | Copyright National Association for Gifted Children Fall 2007. Provided by ProQuest LLC.Copyright information

Abstract:

Although the academic gains associated with acceleration and peer ability grouping are well documented, resistance to their use for gifted students continues because of concerns that such practices will cause social or emotional harm to students. Results from the broad research indicate that grade skipping, early school entrance, and early admission to college have socioaffective benefits for gifted students who are selected on the basis of demonstrated academic, social, and ...

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