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dc.contributor.authorVerHague, Danielle
dc.description1 online resource (iv 68 pages) : illustrations.en_US
dc.description.abstractThis study was focused on students at Chautauqua Lake Central School District who graduated and graduated between the years of 2012 and 2014 and had study previously been accelerated or taken honors classes during their time at Chautauqua Lake Central School District. The purpose of the study was to evaluate if they current acceleration pathways and program effected its students after high school graduation. As a result ten students submitted surveys back and three were interviewed. The questions on both the surveys and interviews looked into the participant's experiences, feelings, attitudes and other general feedback about their time being accelerated. In the end most of the participants had positive experiences and thought that the acceleration program had positive impacts on their career goals. Also, participants noted that their social skills and emotional states either were not affected or were positively affected by the acceleration. [from abstract]en_US
dc.publisherState University of New York College at Fredoniaen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.subjectEducational evaluation---New York (State)---Chautauqua County.en_US
dc.subjectHigh school student s---Attitudes---Case studies.en_US
dc.subjectGrading and marking (Student).en_US
dc.titleOutcomes and long term benefits of early acceleration for students attending a kindergarten through twelfth grade school in Chautauqua County, New Yorken_US
dc.description.institutionSUNY at Fredonia

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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States