Challenging the Outliers: Evaluating the Effectiveness of Mathematics Subject Acceleration in Elementary Schools

Advanced learners are often underserved within traditional instructional models, as systems such as Multi-Tiered System of Supports (MTSS) often prioritize remediation over enrichment or acceleration. This mixed-methods study examined the effectiveness of mathematics subject acceleration as an instructional intervention for advanced elementary learners within an MTSS framework. The study was conducted in a suburban public school district in Pennsylvania and included accelerated students and teachers in grades 3-5. The study explored student achievement and growth, teacher perceptions of
accelerated students, and the influence of instructional models on student performance. Quantitative data was collected using Renaissance STAR Mathematics Normal Curve Equivalent (NCE) scores and Pennsylvania Value-Added Assessment System (PVAAS) growth measures to evaluate student achievement and growth over time. Qualitative data was gathered through teacher surveys and semi-structured interviews to provide insight into instructional practices and perceptions of accelerated student performance. Results indicated that accelerated students maintained high achievement and sustained academic growth. Comparative analysis showed that students in flexible grouping models exhibited slightly stronger growth trends than those in heterogeneous classroom placements. Qualitative findings revealed that teachers generally perceived accelerated students as capable and appropriately placed, while noting considerations related to pacing, differentiation, and social-emotional adjustment. These findings support mathematics subject acceleration as an effective, sustainable, and cost-efficient strategy for addressing the needs of advanced learners.