To act or not to act? Academic acceleration worked in the past, sowhat's the current hold-up in New Zealand?

Despite a review of the literature showing the success of accelerative practices on academic and social outcomes, full-year acceleration is rarely implemented in New Zealand schools. The literature suggests that it is perceptions based on myth, rather than an examination of the evidence of published studies, which have hampered the adoption of full-year acceleration as a strategy for gifted students. This article begins by giving an understanding of the various forms of acceleration and a brief history of implementation. An attempt is made to explain the conundrum that has blocked fullyear acceleration being adopted as widespread practice, by examining both the international and the New Zealand evidence-based literature. A positive approach is suggested that identifies enablers, barriers and chokepoints and which has the potential to influence the way schools provide for bored, disenchanted gifted students.