This article provides an overview of key issues emanating from research and practice on acceleration and grouping. The author focuses on the fundamental importance of these two provisions for the gifted, examines them in the current context of school reform, and recommends a set of decision-making guidilines for practitioners to adopt for each issue. Acceleration guidelines include an emphasis on progressive development of learning based on mastery in content areas, flexibility in entrance and exit requirements for courses, and opportunities for telescoping and grade skipping. Grouping guidelines stress flexibility, opportunities for various forms of grouping, and independent learning option.
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