For a second-grade student scoring in the ninety-ninth percentile, what intervention is most appropriate?

For a second-grade student scoring in the ninety-ninth percentile, grade skipping is an appropriate intervention because it allows the student to work at a level that matches their advanced abilities and intellectual capacity. This option enables the child to engage with more challenging material and interact with peers who may be closer to their intellectual and emotional developmental stage, thus fostering both academic growth and social engagement.

Grade skipping is particularly suitable for high-achieving young students as it can prevent boredom and disengagement in the classroom, which could occur if they remain in the same grade. By moving up a grade, the student has the opportunity to explore more complex concepts and develop critical thinking skills that are more aligned with their abilities.

The other interventions, while potentially beneficial, may not be as immediately relevant. Subject skipping tends to focus on allowing a student to progress in specific subjects rather than addressing their overall educational needs. Early admission to middle school is a more substantial leap and may not provide the necessary support structure that a young child might need as they transition from one educational environment to another. Grade telescoping programs often involve pacing through multiple grades within one year but might not offer the sustained, uninterrupted challenge that a student would experience in a full-grade advancement.