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“Researchers at the University of Iowa cite one pervasive, unsubstantiated myth: That jumping ahead is bad for students, even high-achieving ones. There’s a powerful belief that placing younger children in classes with older, larger, more developed kids may do more harm than good.
Their report, “A Nation Empowered,” summarizes decades of research pointing to the positive impact acceleration can have on some students.
“There’s this huge paradox out there where we know acceleration works, but we have actual policies against it,” says Susan Assouline, one of the authors.
The Iowa research comes on the heels of another report, from the Jack Kent Cooke Foundation (a supporter of NPR), that cites how state policies hinder the advancement of low-income, gifted students.”
Read the entire piece here.