Toward Equity and Transparency: A Content Analysis of Florida Elementary Acceleration Policies

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL
Keri M. Guilbault, Melanie S. Meyer
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引用次数: 0

Abstract

In 2012, Florida adopted the Academically Challenging Curriculum to Enhance Learning (ACCEL) statute establishing minimum requirements for local education agencies to provide access to accelerated learning options for eligible K–12 public school students. This study examined Florida public school district acceleration policies for elementary students one decade after the enactment of the statute. We analyzed Student Progression Plans, school board policies, and district websites to explore the status of acceleration policy in the state, compare the accessibility of acceleration information across districts, and identify policy elements that support equity and those that create potential barriers for elementary students with advanced learning needs who could benefit from acceleration. The findings of this study indicated several areas for improvement, including the accessibility of acceleration information, the service options available to K–5 students, the protocols districts use, criteria for decision-making, and the implementation of acceleration. In addition, we discuss implications for school districts developing or revising acceleration policies and several avenues for future research. The preregistration and open-access materials for this study are available at https://osf.io/yc3xd/ .
实现公平和透明:佛罗里达州小学加速政策的内容分析
2012 年,佛罗里达州通过了 "提高学习成绩的学术挑战课程(ACCEL)"法规,规定了地方教育机构为符合条件的 K-12 年级公立学校学生提供加速学习选择的最低要求。本研究考察了该法规颁布十年后佛罗里达州公立学校学区的小学生加速学习政策。我们分析了 "学生升学计划"、学校董事会政策和学区网站,以探讨该州加速学习政策的现状,比较各学区加速学习信息的可及性,并确定支持公平的政策要素,以及那些对有加速学习需求的小学生造成潜在障碍的政策要素。研究结果表明了几个需要改进的方面,包括加速学习信息的可获取性、为 K-5 年级学生提供的服务选择、学区使用的协议、决策标准以及加速学习的实施。此外,我们还讨论了制定或修订加速政策对学区的影响,以及未来研究的几个途径。本研究的预注册和开放存取材料可在 https://osf.io/yc3xd/ 上获取。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
期刊介绍: Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.
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