Abstract
In its various forms, acceleration continues to be an evidence-based and widely used service provided to gifted students but remains controversial and unsupported in legislation in most states. Case studies, current legislation, interviews with state directors of gifted education programs, and a deep dive into the 2018–2019 State of the States in Gifted Education revealed vast differences in state policies and approaches to providing gifted services especially when it comes to acceleration. Of the 44 state responses regarding content-based acceleration, nine indicated it is required, 12 said it is not, and 23 deemed it a local decision. When coupled with professional learning, subject acceleration triumphs as an effective method supporting student growth and talent development. With careful planning, the perceived barriers to subject acceleration can be overcome.
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