Current Florida funding formulas for advanced placement, dual enrollment, and international baccalaureate instruction are examined, as well as suggested funding formulas to offset the cost of providing each kind of instruction. After the executive summary, the introduction discusses the commission charge and activities. Articulated acceleration mechanisms, including definitions and current funding procedures, are described for advanced placement, dual enrollment, early admission, international baccalaureate, college-level examination program (CLEP), and proficiency examination program (PEP). The commission research activities are outlined regarding national comparisons, site and telephone interviews (public school districts, community colleges, extra-fiscal concerns), and state funding patterns for advanced placement and international baccalaureate. Issues and recommendations are categorized as to funding incentives, reporting of participants, and funding of instructional materials. Among the 12 recommendations are: (1) school districts must make every effort to promote articulated acceleration programs and to insure the availability of accurate information to students who might potentially want to participate in accelerated instruction; (2) a value of .1 FTE should be provided for each student in each advanced placement course who receives a score of 3 or higher on the College Board Advanced Placement Examination for the prior year; and (3) the Advanced Placement/Dual Enrollment course option should be eliminated, allowing students to choose one or the other program at the time of their enrollment. Three appendices provide national and Florida summary comparisons for the 1987 advanced placement program site and telephone interview questionnaire; and 1987 cost analysis of advanced placement and international baccalaureate programs. Numerous data tables are included. (SM)