Abstract
This study supported the use of acceleration for gifted minority students in math. The gifted minority students in this study viewed taking accelerated math courses as exciting and beneficial for preparation for high school and college and particularly liked the challenges they encountered while taking advanced classes. They enjoyed working ahead and having a “leg up” in school and were infused with a special feeling of being gifted and talented in taking accelerated math. Ethnicity was not a major factor for teachers’ support for acceleration. The teachers believed that acceleration provides necessary challenges for students, makes them committed to schoolwork, and enhances their academic achievement. No negative peer pressure resulting from academic acceleration was found, though the teachers were more certain than the students about the existence of negative peer culture for gifted minority students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
