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Gifted Child Quarterly
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The Use of Subject and Grade Skipping for the Prevention and Reversal of Underachievement

Sylvia B. Rimm

Family Achievement Clinic, Oconomowoc, Wisconsin

Katherine J. Lovance

Family Achievement Clinic, Oconomowoc, Wisconsin

Acceleration, including early entrance to kindergarten, grade skipping, and subject skipping, has been used as a strategy to prevent and reverse underachievement in a selected group of gifted students. Fourteen sets of parents and 11 students were interviewed to determine their perceptions of the effectiveness of the acceleration strategy. All the parents and all the students indicated they would make the same decision again.

Only two of the school administrators and six of the receiving teachers were initially positive about the skipping, but most of them changed their positions with the child's success, at least in regard to the specific accelerated child. There appeared to be a period (between one quarter and a semester) during which teachers expressed concern over the students' adjustment, but students did not perceive themselves as having adjustment difficulties.

Gifted Child Quarterly, Vol. 36, No. 2, 100-105 (1992)
DOI: 10.1177/001698629203600208
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This article has been cited by other articles:


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 Gifted Child QuarterlyHome page
M. S. Matthews and M. T. McBee
School Factors and the Underachievement of Gifted Students in a Talent Search Summer Program
Gifted Child Quarterly, April 1, 2007; 51(2): 167 - 181.
[Abstract] [PDF]

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 Gifted Child QuarterlyHome page
M. A. Swiatek
The Talent Search Model: Past, Present, and Future
Gifted Child Quarterly, January 1, 2007; 51(4): 320 - 329.
[Abstract] [PDF]