When the kindergarten teacher preassessed Katy in math, she understood most concepts at the 3rd-grade level. Similarly advanced, Robert was already reading chapter books. The parents were not enthusiastic about moving them to another grade level. How might this kindergarten teacher differentiate for these students? In a recent report, A Nation Deceived: How Schools Hold Back America's Brightest Students (Colangelo, Assouline, Gross, 2004), Southern and Jones identified 18 different types of acceleration. While the majority of these require administrative or programmatic changes such as early admission to kindergarten, telescoping, grade skipping, concurrent/dual enrollment, advanced placement, and subject-matter acceleration, at least three allow a student to accelerate within a classroom and remain with same-age peers: continuous progress, self-paced instruction, and curriculum compacting. With continuous progress, students progressively learn new concepts following their mastery of previous concepts. For example, in Katy's case, she would begin learning the math concepts at the 3rd-grade level and progress to the 4th-grade level as she masters the previous concepts. These advanced math concepts could be learned within her normal classroom setting.