Abstract

The research aims, through a comparative analytical study, to unveil whether there is an actual whole-grade acceleration policy in the kingdom of Saudi Arabia (KSA) if compared with that applied at Massachusetts, USA. Adopting such a policy secures the right of the gifted student to grow academically in proportion with his peculiar potentials. The research adopts the comparative analytical method (qualitative) using two tools: document analysis and semi-structured interview. The sample of the study comprised two education supervisors in charge of acceleration system in the department of the gifted in KSA and school principals applying the system in the state of Massachusetts. The foremost result, which the study came up to, was that the Saudi educational system has a comprehensive written acceleration policy based on scientific frameworks, while Massachusetts doesn’t have a specific document for applying a comprehensive acceleration policy. The research concluded with some recommendations among which are: The comprehensive acceleration policy in KSA still needs to develop, especially in the following areas: Classes and study levels on which the acceleration system and guidance services are applied, and The need to review acceleration procedures as they are among the obstacles that hinder an active application of the policy at the present time.

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