I have been digesting a lot of information on student achievement, giftedness, and grade acceleration/early entry into school. It's all a bit overwhelming, as I am quite certain that if I make even the slightest misjudgment, I will undoubtedly ruin any hope for my daughter leading a successful and happy life.. 
At first, I was mostly against the idea of skipping her ahead as I was more concerned with what her experience in middle and high school would be like. She will be ~18 months younger than all her classmates when they begin dating, and driving cars etc. However, I have recently taken a job at an elementary school, and I can see the level of the curriculum (and expectations) as well as the social/developmental skills of students in the various grades. I am now hoping that she will be able to test directly into 1st grade and skip kindergarten entirely.
In our school district, this is NOT usually allowed, and most of the staff/teachers all say that students should just be grouped by age. How does this compare to your state/country? Because it seemed like it was a much more common thing when I was in school (20+ years ago).
Most of the articles I've read and videos I've seen don't really dispute that there is a significant academic benefit to grade acceleration. It challenges high-achieving students more, and places them with peers that are more at their level. The debate seems to revolve around the supposed negative social impacts of grade acceleration. I've seen a variety studies/articles that will claim no/negligible social impact, and other that claim slightly harmful/negative social-emotional effects.
https://www.nagc.org/resources-publications/gifted-education-practices/acceleration
Especially if you've had any recent experience (for your children?) with grade acceleration, I would really appreciate hearing about it or any advice you can give. Looking back, do you think it was the right choice?
Also, what do I need to know/prepare to get this done? I know each school district/state will have different regulations. But, do I need to get my daughter IQ tested or anything in advance? I've read that we should start documenting (video/saving worksheets) her academic level, so that we have "proof" of her level.
In my district, they will first place her in kindergarten for a few weeks for the teacher to evaluate her, and then she will be recommended for "testing". I don't know what that would involve? Purely academics? Psychological/social-development? We are already trying to shore up any weaker areas she may have, like: shapes, telling time, counting money. She can do arithmetic like 1.25 - .99, but I would hate to have it counted against her because she doesn't know what a dime means..
Cheers,
D2DC

My daughter is just turning 5 years old, and will be entering kindergarten in the fall. She has only attended 1 year of "pre-school" (it was something similar to a Montessori Pre-K). And the last 1+ year, we have been teaching her at home quite a bit. Her reading and math are especially advanced. She is reading chapter books (50-100+) pages, and doing 1st and 2nd grade math. Her spelling and writing (or other fine motor skills like drawing) are not quite as good. But, still quite advanced for a kindergarten, and I am sure she would fit in just fine in 1st grade.
I know.. what am I worried about, it's just kindergarten. However, they say that grade acceleration is much easier on children when they are younger as there is already a wide range in academic and social skills. As students get older, the divides between grade levels are more defined.
I know.. what am I worried about, it's just kindergarten. However, they say that grade acceleration is much easier on children when they are younger as there is already a wide range in academic and social skills. As students get older, the divides between grade levels are more defined.
At first, I was mostly against the idea of skipping her ahead as I was more concerned with what her experience in middle and high school would be like. She will be ~18 months younger than all her classmates when they begin dating, and driving cars etc. However, I have recently taken a job at an elementary school, and I can see the level of the curriculum (and expectations) as well as the social/developmental skills of students in the various grades. I am now hoping that she will be able to test directly into 1st grade and skip kindergarten entirely.
In our school district, this is NOT usually allowed, and most of the staff/teachers all say that students should just be grouped by age. How does this compare to your state/country? Because it seemed like it was a much more common thing when I was in school (20+ years ago).
<article>A recent Johns Hopkins University study reported that between 15 and 45 percent of students perform above grade level. Yet according to a study published in the Journal of Advanced Academics, only about 1 percent of students skip a grade.
Most of the articles I've read and videos I've seen don't really dispute that there is a significant academic benefit to grade acceleration. It challenges high-achieving students more, and places them with peers that are more at their level. The debate seems to revolve around the supposed negative social impacts of grade acceleration. I've seen a variety studies/articles that will claim no/negligible social impact, and other that claim slightly harmful/negative social-emotional effects.
https://www.nagc.org/resources-publications/gifted-education-practices/acceleration
Especially if you've had any recent experience (for your children?) with grade acceleration, I would really appreciate hearing about it or any advice you can give. Looking back, do you think it was the right choice?
Also, what do I need to know/prepare to get this done? I know each school district/state will have different regulations. But, do I need to get my daughter IQ tested or anything in advance? I've read that we should start documenting (video/saving worksheets) her academic level, so that we have "proof" of her level.
In my district, they will first place her in kindergarten for a few weeks for the teacher to evaluate her, and then she will be recommended for "testing". I don't know what that would involve? Purely academics? Psychological/social-development? We are already trying to shore up any weaker areas she may have, like: shapes, telling time, counting money. She can do arithmetic like 1.25 - .99, but I would hate to have it counted against her because she doesn't know what a dime means..
Cheers,
D2DC
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