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ACADEMIC ACCELERATION IN FLORIDA ELEMENTARY SCHOOLS: A SURVEY OF ATTITUDES, POLICIES, AND PRACTICES

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Date Issued:
2009
Abstract/Description:
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 studentÂÂ's social and emotional development. No relationship was found to exist between schoolsÂÂ' or principalsÂÂ' personal demographic variables and types of acceleration offered in elementary schools. No relationship was found between elementary school principalsÂÂ' knowledge of gifted learners and the types of acceleration implemented in their schools.
Title: ACADEMIC ACCELERATION IN FLORIDA ELEMENTARY SCHOOLS: A SURVEY OF ATTITUDES, POLICIES, AND PRACTICES.
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Name(s): Guilbault, Keri, Author
Bozeman, William, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2009
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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 studentÂÂ's social and emotional development. No relationship was found to exist between schoolsÂÂ' or principalsÂÂ' personal demographic variables and types of acceleration offered in elementary schools. No relationship was found between elementary school principalsÂÂ' knowledge of gifted learners and the types of acceleration implemented in their schools.
Identifier: CFE0002969 (IID), ucf:47988 (fedora)
Note(s): 2009-12-01
Ed.D.
Education, Department of Educational Research Technology and Leadership
Doctorate
This record was generated from author submitted information.
Subject(s): Academic Acceleration
Education Policy
Gifted Education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0002969
Restrictions on Access: campus 2012-12-01
Host Institution: UCF

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