SUSAN G. ASSOULINE - NATION EMPOWERED, VOLUME 2;EVIDENCE TRUMPS THE EXCUSES HOLDING BACK AMERICAS BRIGHTEST STUDENTS

Evidence Trumps the Excuses Holding Back Americas Brightest Students

VOLUME 2

Susan G. Assouline, Nicholas Colangelo, Joyce VanTassel-Baska, and Ann Lupkowski-Shoplik

Editors

Belin-Blank Center, College of Education, University of Iowa

Endorsed by the National Association for Gifted Children
1331 H Street NW, Suite 1001, Washington, DC 20005
(202) 785-468, www.nagc.org

2015 The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

Designed by Fusionfarm, Cedar Rapids, Iowa
Cover art by Robyn Hepker, Benson & Hepker Design, Iowa City
Published at Colorweb Printing, Cedar Rapids, Iowa

April 2015

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development
College of Education
The University of Iowa
600 Blank Honors Center
Iowa City, Iowa 52242-0454
800-336-6463
http://www.education.uiowa.edu/belinblank

http://nationempowered.org

ISBN: 978-0-9961603-0-8

Acknowledgements

A Nation Empowered: Evidence Trumps the Excuses Holding Back Americas Brightest Students evolved from the seminal publication, A Nation Deceived: How Schools Hold Back Americas Brightest Students (Colangelo, Assouline, & Gross, 2004). Therefore, the first acknowledgement is to the editors and authors of that publication for opening the door to a much-needed and long-overdue conversation about the intervention of academic acceleration for high-ability students. In particular, we acknowledge the important role that Professor Emerita Miraca U. M. Gross played in creating A Nation Deceived. We also acknowledge the John Templeton Foundation for funding the establishment of the University of Iowa Belin-Blank Centers Acceleration Institute; the publication of Guidelines for Developing an Academic Acceleration Policy; and the publication and distribution of A Nation Deceived, Volume I, in 10 languages, and Volume II, in English . None of these advances in the field would have been possible without the private funding from the John Templeton Foundation.

Similarly, A Nation Empowered would not have been possible without private support from several Belin-Blank Center Advisory Board Members. Specifically, we express our gratitude to Thomas Belin, Advisory Board Chair, and his sister, Laura Belin; Jeff Perry and his mother, Beverly Perry; and Chuck Peters, CEO of the Gazette Company. Without their funding and support, we would not have been able to produce A Nation Empowered.

A Nation Empowered is a ten-year follow-up to A Nation Deceived (2004). The new publication emphasizes updated research, policy, and practice regarding acceleration. A Nation Empowered uses a two-volume format . The evidence in Volume 2 is the basis for dismissing the often used excuses that result in our nations brightest students being held back. The goals of A Nation Empowered mirror those of A Nation Deceived; specifically, to create a publication that would be widely distributed to multiple stakeholders, including educators, school board members, and legislators, for the express purpose of revealing the evidence about the effectiveness of academic acceleration as an intervention for highly capable students.

Several individuals contributed to both volumes of A Nation Empowered and we want to give special recognition to them. We are grateful to the expertise of the Volume 1 writing consultant, Mary Sharp, whose contributions to Volume 1 were based upon the 18 chapters in Volume 2. We are also highly appreciative of the contributions from all of the authors for Volume 2. The entire central staff of the Belin-Blank Center contributed to the project in direct and indirect ways. Drs. Laurie Croft, Megan Foley-Nicpon, and Lori Ihrig are among the distinguished authors or co-authors of Volume 2 chapters. Two advanced doctoral students, Staci Fosenburg and Katherine Schabilion, served as the editorial assistants and their contributions are immeasurable. Robyn Hepker , of Benson & Hepker Design , created the cover art for both volumes as well as all the art for Volume 1. Kelli Parsons, Advertising Production Supervisor , and Michele Maakestad, Graphic Designer, both of Fusionfarm, were always gracious and encouraging and seemingly tireless in their extraordinary efforts to format and proof and re-format and re-proof the chapters in Volume 2. Fusionfarm is credited with printing and distributing both volumes under the leadership of Steve Lorenz, Project Manager.

Finally, we acknowledge the students, parents, educators, researchers, and policy-makers who are dedicated to finding the most appropriate interventions for highly-able students. They are our inspiration and
empower our efforts.

Susan G. Assouline

Nicholas Colangelo

Joyce VanTassel-Baska

Ann Lupkowski-Shoplik

iii

Introduction

Susan G. Assouline, Nicholas Colangelo , University of Iowa, Iowa City, IA

Joyce VanTassel-Baska, College of William & Mary, Williamsburg, VA

Ann Lupkowski-Shoplik, University of Iowa, Iowa City, IA

Academic acceleration is both a curriculum model and an intervention model. Pressey (1949) defined it as an educational intervention based on progress through an educational program at rates faster or at ages younger than typical. This elegant definition applies to at least 20 types of acceleration, which are presented in the first chapter of this volume. Each form of acceleration is recognition of the impact of individual differences on the cognitive and social-emotional development of students. Implementing acceleration demonstrates a positive response to these differences and appreciation that we have the tools available to tailor interventions to meet the needs of individuals or groups.

Many forms of acceleration are applicable for small or larger groups of students, whereas other forms are more appropriately applied to the individual student. Some forms, e.g., Advanced Placement coursework, may be implemented individually through online courses, or as a group, when taught to an entire class. The burgeoning technological sophistication of the past decade has produced a highly adaptable format for accelerating both the content and delivery of curriculum. Technology, a multi-dimensioned advancement, is a logical partner in addressing the individual differences among students, including our brightest. Many students will benefit from multiple opportunities to experience various forms of acceleration in their educational setting. The forms are not mutually exclusive nor do they need to be applied at the same time in a students schooling.

In 2004, when A Nation Deceived: How Schools Hold Back Americas Brightest Students was published, we were not yet able to determine the impact of the federal re-authorization of the Elementary and Secondary Student Education Act (named No Child Left Behind) despite the advocacy efforts on behalf of gifted learners who were being ignored and left behind. However, the 2008 publication of High-Achieving Students in the Era of NCLB , published by the Thomas B. Fordham Institute, revealed that the gains of high-achieving students languished throughout the prior 10-year period.

A 2015 report from Fordham tackles head on the educational issue du jour: Does Common Core eliminate the need for gifted education ? Although there is little doubt that the standards and tests associated with the Common Core represent an improvement in rigor and accountability, they were not developed for our brightest students and will not, nor can they, go far enough to address the needs of our most capable students. Navigating the complex educational landscape, with constant shifts, continues to be challenging for our nations most highly able students and their educators. However, low-cost/high-impact interventions such as acceleration provide multiple pathways to the common goal of being challenged and engaged in the learning process.