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What does the research say?

Acceleration does not harm A Nation Deceived: How Schools Hold Back Americas Brightest Students, (Colangelo, Assouline, & Gross, 2004) on academic acceleration, presented convincing research confirming acceleration provides the rigor needed to meet the needs of gifted students and causes no psychological damage/

Caution against gaps in learning

Longitudinal studies analyzed by Colangelo, Assouline, and Gross, (2004) reported that students who are accelerated have already mastered the previous subject matter.  If small gaps existed, the repetitive nature of curriculum addressed the gaps through implementation of short lessons covering the material (Lynch, 1996; Swiatek & Benbow, 1991a).  

Use linear curriculum instead of spiral (Center for Talented Youth, Johns Hopkins University)

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