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/ .

中文翻译：

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走向公平和透明度：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《学术挑战性课程促进学习》(ACCEL) 法规，规定了当地教育机构为符合条件的 K-12 公立学校学生提供加速学习选择的最低要求。这项研究调查了该法规颁布十年后佛罗里达州公立学区针对小学生的加速政策。我们分析了学生升学计划、学校董事会政策和学区网站，以探索该州加速政策的现状，比较各学区加速信息的可获取性，并确定支持公平的政策要素以及对小学生的入学造成潜在障碍的政策要素。可以从加速中受益的高级学习需求。这项研究的结果表明了几个需要改进的领域，包括加速信息的可访问性、K-5 学生可用的服务选项、学区使用的协议、决策标准以及加速的实施。此外，我们还讨论了对学区制定或修订加速政策的影响以及未来研究的几种途径。本研究的预注册和开放获取材料可在 https://osf.io/yc3xd/ 上获取。