Research & Evaluation

Concurrent

Grade-Skippers Share their Advice: “Trust the Process,” “Be Yourself,” and “Don’t Panic!”

Saturday, November 11
2:30 PM - 3:30 PM
Location: 219 B

Despite research showing positive outcomes, some educators remain hesitant to embrace acceleration, expressing concerns about social issues. Among various forms of acceleration, grade-skipping raises the most questions. In this presentation, we share findings from a study of the lived experiences of young people between the ages of 17 and 23 years who accelerated a grade in Ontario. Using a phenomenological approach, we conducted individual interviews to explore grade-skippers’ social experiences in regular classes. Participants voiced positive opinions on acceleration, but emphasized the need for careful decision-making. Their advice to potential accelerants included “Trust the process,” “Be yourself,” and “Don’t panic!”

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Lynn Dare

Doctoral Candidate
Western University, Ontario, Canada

Lynn Dare, MEd, CE, is a doctoral candidate in applied educational psychology at Western University. She is a credentialed evaluator with the Canadian Evaluation Society and has contributed to numerous program evaluations related to education and training. Her research interests include acceleration for high-ability students, twice-exceptionality, and involving children in research. Through her doctoral research, she is currently examining parents’, teachers’ and students’ beliefs about grade-based acceleration.

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