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Direct linkLupkowski-Shoplik, Ann; Assouline, Susan G.; Lange, Randolph – Gifted Child Today, 2022
Whole-grade acceleration moves a student up one or more grades in response to that student's academic needs. Although grade-skipping is supported by decades of research, this type of acceleration is not often used. Acceleration policies make whole-grade acceleration available to more students who would benefit, encourage more educators to use the…
Descriptors: Acceleration (Education), Student Placement, Academically Gifted, Educational Policy
LeBeau, Brandon; Assouline, Susan G.; Mahatmya, Duhita; Lupkowski-Shoplik, Ann – Gifted Child Quarterly, 2020
This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students' performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students (N = 1,893), we conducted a study to compare estimates from two…
Descriptors: Item Response Theory, Test Theory, Academically Gifted, High Achievement
