Toward Equity and Transparency: a Content Analysis of Florida Elementary Acceleration Policies
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Keri M. Guilbault
[1]
;
Melanie S. Meyer
[2]
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[1] Johns Hopkins University
Johns Hopkins University
Estados Unidos
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[2] Baylor University
Baylor University
Estados Unidos
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- Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 68, Nº 4, 2024, págs. 316-339
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
In 2012, Florida adopted the Academically Challenging Curriculum to Enhance Learning (ACCEL) statute establishing minimum requirements for local education agencies to provide access to accelerated learning options for eligible K–12 public school students. This study examined Florida public school district acceleration policies for elementary students one decade after the enactment of the statute. We analyzed Student Progression Plans, school board policies, and district websites to explore the status of acceleration policy in the state, compare the accessibility of acceleration information across districts, and identify policy elements that support equity and those that create potential barriers for elementary students with advanced learning needs who could benefit from acceleration. The findings of this study indicated several areas for improvement, including the accessibility of acceleration information, the service options available to K–5 students, the protocols districts use, criteria for decision-making, and the implementation of acceleration. In addition, we discuss implications for school districts developing or revising acceleration policies and several avenues for future research. The preregistration and open-access materials for this study are available at https://osf.io/yc3xd/.
