Publication Date


Document Type


First Advisor

Belnap, Ralph A.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Education


Educational acceleration; Mathematics--Study and teaching (Secondary); Science--Study and teaching (Secondary)


Statement of the Problem. It was the purpose of this ease study to review the administrative problems involved in carrying out the major changes in the curriculum dealing with the improvements of science and mathematics for the superior students in the Freeport Junior and Senior High Schools. Procedure The author reviewed the literature pertinent to planning, organizing, staffing, directing, coordinating, and reporting. Then he reviewed the literature showing how to select superior students. And finally, literature dealing with existing programs for the superior students was reviewed. The author examined a number of questionnaires to determine what style and form should be used. He then formulated a list of questions that could be used to find the opinions of the superior students who have participated in present accelerated programs three or more years. These questions were examined by the accelerated student committee of the Freeport School System. The committee was composed of advisors, administrators, heads of departments, and teachers. Some of their suggestions were incorporated into the questionnaire. The investigator received a 100 per cent return of the questionnaire. The responses were analyzed by comparing percentages of the possible responses to each question. Conclusions and Recommendations Conclusions based on responses to the questionnaire apply only to the local respondents. Respondent accelerated students expressed the thought that the program was very much worthwhile, but they felt that the counselors and administrators should work closer with the colleges and keep them Informed as to the course content of the accelerated program. Even though there has been no formal evaluation of the accelerated program by the Freeport Schools, the program should be continued.


Includes bibliographical references (pages 54-57)


v, 68 pages




Northern Illinois University

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