Early Acceleration of Students in Mathematics: Does it Promote Stability of Growth in Achievement Across Mathematical Areas?

Xin Ma

Early acceleration of students in mathematics has been a controversial educational practice for decades. This research project examines whether early acceleration creates differential rates of growth in mathematics achievement across four mathematical areas (basic skills, algebra, geometry, and quantitative literacy). The rate of growth in mathematics achievement has been examined separately across the four mathematical areas for accelerated gifted, honors, and regular students in comparison to their non-accelerated counterparts, using data from the Longitudinal Study of American Youth (LSAY) that covers the entire secondary school years (Grades 7 to 12). Results indicate that in terms of mathematics achievement, early acceleration produced little advantage among gifted students, small advantage among honors students, but large advantage among regular students. A general multivariate, multilevel model has also been developed that combines the four achievement measures into one single model to address the issue of differential rates of growth in mathematics achievement across mathematical areas.

About Xin Ma

Xin Ma is associate professor and director of the Canadian Centre for Advanced Studies of National Databases at the University of Alberta. His research interests are mathematics education, school effects, policy research, and statistical methods.