Skipping grades benefits very smart students, researchers say. Kids do better academically and socially when they’re with their intellectual peers. Among factoids from Davidson Institute for Talent Development:
While skipping grades and other forms of acceleration are often attacked on the grounds that they may impede socialization, the research indicates that these provisions enhance both socialization and social development. (Clark, 1997; Gross, 1993; Robinson 1981)
Accelerated highly gifted students achieve significantly higher levels of social and general self-esteem than do children of equal intellectual ability who have been retained with age peers or who have been permitted only a single grade-skip. (Gross, 2000)
. . . When exceptionally gifted children who have been rejected by their age peers are removed from the inappropriate grade placement and are permitted to work and play with intellectual peers, the loneliness and social isolation disappears, and the child is accepted as a valued classmate and friend. (Gross, 1993; Hollingworth, 1942)
“Moderately gifted” students already know about half the grade-level material they’re taught, says one study. Profoundly gifted students need to skip many grades, not just one, to benefit.
Via Daryl Cobranchi.