Abstract
The Longitudinal Study of American Youth (LSAY) database was employed to examine the educational practice of early acceleration of students of mathematics on the development of their self-esteem across the entire secondary grade levels. Students were classified into three different academic categories (gifted, honors, and regular). Results indicated that, in terms of the development of their self-esteem, gifted students benefited from early acceleration, honors students neither benefited nor were harmed by early acceleration, and regular students were harmed by early acceleration. Early acceleration in mathematics promoted significant growth in self-esteem among gifted male students and among gifted, honors, and regular minority students. When students were accelerated, schools showed similar average growth in self-esteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in self-esteem among honors students.
| Original language | English |
|---|---|
| Pages (from-to) | 443-468 |
| Number of pages | 26 |
| Journal | International Review of Education |
| Volume | 48 |
| Issue number | 6 |
| DOIs | |
| State | Published - Nov 2002 |
Bibliographical note
Funding Information:* This research was supported by a grant from the American Educational Research Association, which receives funds for its AERA Grants Program from the National Science Foundation and the US Department of Education’s Center for Education Statistics and the Office of Educational Research and Improvement under NSF Grant # RED-9452861. Opinions reflect those of the author and do not necessarily reflect those of the granting agencies.
ASJC Scopus subject areas
- Education