This response to HE 531 678 argues that, although there is evidence that accelerated programs designed for gifted children can be effective, most emphasize enrichment, not true acceleration. Enrichment is seen as appropriate for all students, not just the highest-achieving 3%. (MSE)

A discussion of tracking, or student grouping by academic ability, looks at arguments for and against such tracking, outlines several alternatives, including cooperative learning, active teaching strategies, and extended learning time for low-achievers. It is concluded that tracking is ineffective, harmful to many, and undermines democratic…