The article considers how accelerative and enrichment options complement each other to provide appropriate challenges for mathematically talented students. Eight principles of educating such youth are presented, based on experience of the Study of Mathematically Precocious Youth at Johns Hopkins University. (DB)

A reworked 1978 article presents a model for designing, implementing, and evaluating programs for gifted students that asks (1) why such programs are needed, (2) what identification/selection criteria should be used; (3) how enrichment or acceleration should be balanced; and (4) and what evidence there is of program success. (VW)

Conclusions of the five-year Pyramid Project, designed to implement gifted education recommendations of the Richardson Study in four Texas school districts, are reported. Flexible pacing was successfully implemented in a variety of ways, including enrichment in regular and special classes and acceleration. (DB)

This article reviews events subsequent to a 1977 Julian Stanley speech on the topic of educational non-acceleration. It describes the evolution of the Study of Mathematically Precocious Youth, focusing on program development, student identification through talent searches, criteria for student selection, and the need for additional funding. (PB)

The Las Cruces (New Mexico) Public Schools' Advanced Education Program offers gifted students a means of accelerating through the curriculum. The pilot program features a district advisory committee, facilitators, course credit, transportation to other schools, and a caseload approach. Activities are designed around four goals: flexibility;…

This article provides research-based suggestions for developing educational options based on acceleration to meet the needs of gifted students in rural areas. Accelerative options offered by both the home school and universities in Iowa are described. (DB)

The Schmerenbeck Educational Centre (Parktown, South Africa) provides comprehensive educational services to gifted, talented, and creative students of all races. Program costs, talent identification and such educational programs as Microscapes (integrative activities), Project Plus (contact, core, acceleration, enrichment, and self-study courses),…

This reprinted 1980 article with a 1988 update presents an Individual Educational Program model for gifted and talented students. It allows students to cover basic material at different rates, provides opportunities for pursuing advanced topics, and concentrates on individual strengths rather than weaknesses. Functions of key personnel in…

Acceleration may be an effective intervention in some cases of underachievement by gifted students. Lack of challenge is the primary indicator for consideration of accelerative options. Acceleration is not appropriate for all gifted students, and an adjustment period is common in successful acceleration. Brief case studies illustrate acceleration…

The Carmen Millan School (Puebla, Mexico) was established to meet the high intellectual faculties of gifted students through development of willingness to learn, oral expression, talent, and the ability to plan systematically. Special education teachers act as monitors of learning contracts developed for students during school and during…

Flexible pacing through the curriculum is recommended to meet the needs of able learners. Considerations in developing flexible pacing programs are described, including the influence of school policy, the population served, implementation strategies, staff selection and staff development, evaluation methods and results, and the role of support…

A small-town school corporation developed self-contained, full-time gifted classes for its elementary school students. This article describes program administration, acceleration and enrichment activities, staffing, and efforts to expand the benefits of the program to others. (JDD)

This article identifies problems commonly attributed to acceleration for gifted students. Specific student concerns (such as friendships) and administrative concerns (such as difficulties in awarding course credits) are addressed. Five suggestions are made to help districts plan for providing accelerative options. (DB)

This article looks at decision factors in early admission or grade advancement for young gifted children. Specific criteria are offered for determining the appropriateness of both early admission and grade advancement. Special training for teachers and parents of gifted children is encouraged. (DB)

This article examines issues of student and program evaluation in determining the appropriateness of acceleration of gifted students. Intellective and nonintellective factors in identifying students for acceleration are discussed as are factors in monitoring student success. Specific program evaluation questions and design issues are also…