Abstract
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.
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