DOUBLE PROMOTION OR NOT
Move this child! As a parent of a child who was moved it was the best thing
that ever happened.
As an educator and researcher, get both volumes of: A National Deceived:
How Schools Hold Back America's Brightest Students (Order Free or
download: University of Iowa. I
would order a set, but in the meantime download the material and utilize it.
Just reading the first volume (an easy read—written by a newspaper reporter)
will give you the insight you need to make this decision. The second volume
contains all the research studies that have been conducted to support what
is stated in the first volume.
I hope this helps. I just moved a student up this year—bypassed
Kindergarten. If we don’t promote higher learning for our highest students
they won’t make the strides they are able to. I disagree with you on the
maturity issue—especially after reading A Nation Deceived. If they are
capable, move them up.
Contact Dr. Sandra Watkins, Western Illinois University, Macomb, IL. She is one of the areas experts in gifted learning. She has PLENTY of research and knowledge to answer this question.
I was placed in second grade after three weeks in first grade a long, long
time ago. It worked for me. The biggest downside I ever had was that all
my classmates got to drive before I did. I've gotten over that! I have
seen double promotion work well in the few instances it has been tried in
our district. I think the main consideration is to do for all children what
is best whether it be remediation or acceleration.
Precedent - every decision you make sets precedent - are you ready for 5,000 other parents who proclaim their child is the same -
Data - you need data more than task accomplishment and observations. Sometime they excel to a point and then achievement catches up with ability.
What happens when the work catches up to the child? There maybe a point when this is not easy anymore -
We just don't do this –
We have moved students a grade ahead in the past.
It is actually the only true gifted program anywhere.
It will probably be best for them in the long run.
I don't have any research handy, but I am sure you can find documents to
support both sides.
I would go with the information you have and if you feel it will be
successful, then move the student.
The hard thing to imagine is the student won't be getting a drivers
license until they are a junior and will be attending high school
activities when they are a junior with students a year older and with a
year more experience. The academics aren't usually the problem in the
future. Then if they excel in high school they could be graduating at
16 or 17.
If anyone can handle a situation like this you can.....good luck. Really, I would look at all the social factors and make sure he is ready and can handle it.
If the student is socially ready then it is a great thing for him. I
had this with one student when I was teaching first grade and he
excelled in second grade.
The only con I know of is the eventual age discrepancy when it comes
to athletics (being a year physically younger) and driving.
We moved a first grader to second grade last year and it was the best
decision we made (for that particular child). I have had many parents ask
that their child be promoted and have denied them - what made this child
unique was that the teacher approached me first, then the teacher and I
approached the parent. Parent was pleased, even a little teary, but also
cautious (already a good sign); today, this child is in 3rd grade and
working at the top of her class. She looks no different than any other 3rd
grader.
Note: We also included the child in the discussion and she let us know she
could handle it.
We had a student with exceptional reading and above average scores in math.
As the social concerns were noted, we did not move the student to the next
grade level as we were genuinely concerned about this issue. (learning vs.
social growth)
At my district, I would not make this decision alone. We use a team of
folks (current teacher, the next grade level teacher(s), gifted teacher,
title teacher, social worker, school psych, and of course parents) to assist
and also assess. I omitted the students identity, but you could see the
report that was then shared with our superintendent based upon our
collective findings. (You could see what tests were given to help us gather
data.)
In your specific situation and from what had been shared, if everything is
looking good for the child and you have data to support your team's
decision, then do what is best for the student.
I have a student in 6th grade this year that I was involved in moving her from K to 1st. Our district practice had been to NOT do this but it was the right move for this student. She is very bright, and very socially ready for junior high.
We do this very seldom but it has been best for the students and watching the long term effect, I am glad that we did change our policy in these situations.
Good luck. It is a difficult decision, but it everyone agrees it is in the student's best interest, it is worth it.
Research supports advancing this child. Nicholas Collangello with the
Bellin Blank Center at U of Iowa has developed the Iowa Acceleration
Scale to gather data to facilitate this process.
As a principal of a gifted magnet school, I can appreciate the urgency
that you are feeling with the parents!
Good luck!
Double promotion should be as rare as retention... When it's the right thing to do for the individual student, it should be done.
I think, just like retention, you'll find a ton of research both pro and con...
It is about meeting the needs of individual kids, and in this case, it sounds like this child is ready.
We are in the early stages of implementing subject level and/or grade level
acceleration. We utilize an abundance of data including teacher rating
scales. All of that is plugged into an instrument called the Iowa
Acceleration Scales which then guides our actions. Have not actually
accelerated a child as yet but anticipate doing so this year. We have not
sorted out the policies/procedures for what happens when he/she gets to 8th
grade and has taken our 8th grade classes (we are an elementary district).
Let me know how it goes for you. Larry
It sounds as though you have thought of everything. I did this two years
ago after much thought and it has worked out very well. I did leave the
finale decision up to the parents. Also pointed out to them about being
last in the class to get there drivers license, ready for college a year
sooner etc. Then I asked them to think about it for 48 hours to decide as
well as talking with the child. We did a transition period which was short.
We have only promoted a student once in our school in the last 20 years. He was a 5th grade student, and we were always aware of his intelligence as a result of pre-school screening, but could challenge him with elementary level material. When he went to 5th grade, his behavior began to escalate, our school psychologist completed a full IQ battery, and they had a meeting with his parents to discuss the outcomes. They decided to promote him to 6th grade, and he is now a senior in high school. He received a 35 on his ACT, but he would like to defer college for one more year, so that he could attend with his friends who are only juniors. He has accelerated in every aspect, has friends at his current grade and never lost contact with the friendships he began as an elementary student. We're a K-8 building, so we were able to meet his needs in one building.
Over the years I have promoted two students that showed this type of
academic progress. There have not been any problems, but I wouldn't move
them more than one year. This would cause trouble in high school- decisions
that need to be made too early. My brightest girl the parents would not
allow us to move, so we just put her ahead in Math and she went to the high
school for Math in eighth grade.
Only positive---ask anyone in gifted education. Holding the child
back, just so he/she can be with an age group is no longer
valid. Having the child challenged is far more important. The
family and the school can make sure age appropriate social times are
arranged for. But keeping the student moving forward, academically
is vital to love of learning, to not having the child have to tutor
those less able because he/she is needing help and the gifted student
is done, etc., etc., etc.
You may also have to accelerate the student you move up. Gifted
students are often no gifted in all areas. It is important that that
the areas of giftedness are accelerated and those that are not are
kept on track with NO Comment..... It may be that the child will
leave the class for 3rd grade math (or his gifted area subject).
As an administrator, I would have the teachers help me work on a
POLICY for such occasions and have the Bd. of Ed. confirm this policy
for that school.
It must be thought out, as you obviously have done. Go with your
instinct, but listen to the kids NEEDS-educationally.
PS: I have taught methods for elementary through EIU and have
certifications, K-12 teaching. I have a gifted daughter who did not
move ahead because the school met her needs by letting her go to
classes above her grade. It worked very well, and she stayed with her friends.
I work with the gifted students here in our district in grades K - 6. In the past this has come up for us too. You are right, it doesn't happen very often, and when it does it is so important to look at the social spectrum. Sometimes getting the parents to realize this is tough. We are fortunate to have an accelerated math program that starts in 3rd grade. Before entering 3rd grade we have had a few children that we have accelerated a grade level in math. We were very careful and set up a criteria to cover our basis because in our district we would have other parents wanting their children to move on too! This has worked for us and has been successful. When grade level acceleration comes up we use the Iowa Acceleration Scale to help us determine if this is in the child's best interest. You can get information on this online. It takes into account school history, ability tests, achievement tests, academics, teacher/parent evaluations, developmental factors, interpersonal skills, attitude and support. It is recommended that this be done on a "trial" basis and evaluated after a 6 week period. I hope this gives you some insight and help! If you have any further questions, let me know.
EXAMPLE OF MEETING NOTES/LETTER
XXXX (Birthdate: XXXXX)
4th Grade Student: Miss Wright
XXXXXXXXXXXX Elementary School
Date: December 22, 2006
Re: Parent’s request for change of grade level placement.
Principal’s notes: A meeting was held on 12/19/06 with XXXXXX’s parents and the following staff members, Miss Wright: 4th grade teacher, Mrs. Compton: 4th grade teacher, Mrs. Johnson: 5th grade teacher, Mrs. Englund: Project Extra teacher, Mrs. Holt: School pysychologist-intern, Mrs. Eastin: Social Worker, Mrs. Pelham: Title Reading teacher, Mr. & Mrs. (kid’s parents), (XXXXXX was also present by parent’s request.) and myself.
Discussion began with updates about XXXX’s current progress. Miss Wright shared that XXXXX was receiving straight A’s in the regular education classroom. Mrs. Compton team-teaches social studies with Miss Wright. Mrs. Compton noted that at times effort, or the minimum requirement displayed by XXXXX, was observed. In addition, both teachers remarked that XXXXX, at times, does not work well in groups and will often read rather than visit/socialize if given an opportunity. Miss Wright also stated that some collaboration has occurred with Mrs. Englund to further differentiate some academic goals for XXXXX. While sharing 4th grade work, I had asked Mrs. Johnson to share information about our 5th grade. Mrs. Johnson gave the group an update of 5th grade academic expectations, while also outlining some of the 2nd semester expectations.
XXXXX’s reading ability is at the superior range. Both Mrs. Pelham and Mrs. Holt, as shared by data gathering, that XXXX functional reads at the 9th grade reading level and exceeding well. When tested at the 10th grade level, Mrs. Pelham believes that he just did not have the knowledge level (passage was on digestive systems) to understand. He is also very capable of taking what he reads and applying it to other subject areas. In addition to his reading skills, XXXXX is also a strong writer due to his extensive vocabulary skills. Mrs. Holt gave XXXXX two different types of IQ tests (Kufman Brief Intelligence Test and the Wechsler Abbreviated Scale of Intelligence) on December 18th, after receiving permission from the parents. His IQ composite for the KBIT was 122 (the range was 114-128) and on the WASI his IQ composite score was 119 (the range was 109-123). Both tests confirmed testing results were congruent. I had asked Mrs. Holt about XXXX’s math skills. As Mrs. Holt shared, XXXX’s math skills were in the average to high average ranges. If there was an area to be considered a weakness for XXXX, his math scores were shown to be lower than his other academic skills. However, the math scores were still above grade level. In Mrs. Holt’s opinion, XXXX’s math skills are estimated to be at the 6th grade level. In addition, the cognitive test scores confirmed that XXXX’s ability was lower than his academic skill scores. (This may mean that he is overachieving in the classroom than what his ability may suggest.)
Mrs. Englund gave the group an update of XXXX’s progress in Project Extra. Mrs. Englund remarked that XXXX is meeting standards in project, but not exceeding. Again, a concern being that XXXX does not exceed the level of expectations and will meet the standards. Some additional discussion resulted of this area.
I meet with the parents at 4:00 pm on 12/21 and shared the above data/information along with my concerns for advancing XXXX to one additional grade level (5th). In addition, my recommendations for XXXX include the following:
Concerns:
- I am concerned about XXXX’s social skills. He has been described as being introverted.
- XXXX’s IQ was not as high as we expected.
- XXXX’s math scores are above grade level. (Grade 6) Not as high as we expected.
- Cognitive test scores also a concern for XXXX’s potential all-day placement
- XXXX is meeting the standards of project extra and social studies, however not exceeding the standards in either area.
- Large 5th grade classes could impact XXXX’s potential all-day placement.
- Reception of XXXX as a new student in the 5th grade could be a negative experience.
- XXXX describes himself as, “being happy” at school. He has described to parents that he is “bored” with school.
Recommendations:
- XXXX is reading and understanding at an exceptionally high level. I am recommending that XXXX receive reading instruction from Mrs. Johnson during reading class time. Mrs. Wright and Mrs. Johnson will coordinate and collaborate class schedules for XXXX.
- XXXX’s written skills are also very high, due to his extensive vocabulary.
- Consideration at mid-term for XXXX to join all Language Arts classes with Mrs. Johnson’s 5th grade class if move and data warrant such a decision.
- XXXX, if possible, begin to exceed standards at Project Extra. (Mrs. Englund can give Daniel more specifics on how to exceed rather than just meet.)
- Miss Wright, Mrs. Compton, Mrs. Johnson, and Mrs. Englund meet with one another to see if academic areas may be enriched and differentiated further.
- Parent communication will continue as we work together to help XXXX. (Regular parental communication in consideration of how to differentiate his learning to special interest areas should also be considered.)
Parents were receptive to the recommendations outlined. Mrs. Johnson has agreed to have XXXX for reading class. Additional meetings with Miss Wright, Mrs. Compton, and Mrs. Englund will be held in January.
Respectfully submitted,
xxxxxxxxxxxxxx, Principal
Dec. 22, 2006