State policies in gifted and talented education on acceleration an analysis of state policies and mandate

There has been no federal policy or mandate concerning acceleration for gifted and talented students; therefore, structure has relied on policies enacted by individual states resulting in inconsistencies in policies and programs. While research has shown the positive effects of acceleration and potential benefits for gifted and talented students, policies and practices regarding acceleration for these students has been lacking. Specific federal and state policies and mandates for acceleration of gifted and talented students must be designed, implemented, and evaluated in order to provide access to a rigorous, challenging curriculum to fully develop the potential of gifted and talented students.;A policy analysis study was appropriate in this case since it was designed to identify current state acceleration policies or mandates in gifted and talented education. It will provide stakeholders with information in the decision-making process. Each policy and mandate was evaluated against a list of indicators of quality gifted and talented education policies and mandates concerning acceleration, resulting in a model acceleration policy. The intent of this study is to inform those who make decisions (administrators, policy makers, advocates, and legislators) of the status of acceleration in this country and implications for future acceleration policies, mandates, and programming practices essential to enhance the achievement of gifted and talented students.