The Iowa Acceleration Scale

Belin-Blank Center for Gifted

Education
Nicholas Colangelo, Ph.D.
Susan Assouline, Ph.D.
Clar Baldus, Ph.D.
Presentation for NHA Accelerated Learner Teacher
Training

Development of the
Iowa Acceleration Scale (IAS)

Based upon the clinical and

research work of the Belin-Blank
Center.
Unique Features:
Type I vs. Type II Errors
Guidance

Two primary purposes to the IAS

The main purpose of the scale is to guide

educators through a discussion of the
academic and social characteristics of the
student.

A secondary purpose is to help educators

avoid the danger of making a decision based
upon selected biased recall of past events.

Attitudes about acceleration

Implicit attitudes about acceleration

Research-based attitudes

Red Shirt vs.Green Shirt

Most Common Methods of

Acceleration of Gifted Students
Grade Level

Type of Acceleration

Primary (K-3)

1.
2.

Early admittance to school

Ungraded primary

Intermediate (4 -5)

1.
2.

Ungraded classes
Grade skipping

Middle school

1.
2.

Three years in two

Senior high classes for credit

Senior high school

1.
2.

Extra load -early graduation

Advanced placement

Source: Gallagher & Gallagher (1994).

Range and Types of Accelerative Options

(From Southern & Jones, 1991)

Early entrance to kindergarten or first grade

Grade skipping

Subject-matter acceleration

Curriculum compacting

Range and Types (continued)

Telescoping curriculum
Mentorships
Extracurricular programs
Early entrance in to junior high

Advantages to Using the IAS

A more objective look at the student

An analysis of the major factors to be considered in
making a decision
Guidelines for weighting the relative importance of the
major factors
Documentation of the students strengths and concerns
A numerical range to guide the discussion and decision
of acceleration
A standard of comparison with students who have had
successful accelerations

Limits to Using the IAS

Not a standardized test

Conservative instrument
Biased against underachievers

(Non-producers / underachievers)

Not designed for multiple skips, early

graduation, or early entrance to college
Does not provide specific alternatives to wholegrade acceleration

The Manual
The Top Ten Issues
How To Complete the Scale
Relevant Educational and Psychological Research
Sample Cases
References

Critical Items

Level of ability as measured by an

intelligence test

Grade level of sibling

Attitude of student

These items are CRITICAL to successful whole-grade acceleration. If any

items apply to the student, whole-grade acceleration is not recommended

The Top Ten Issues

Academic Ability and

Achievement
Best Time to Accelerate
Age and School Grade of
Sibling(s)
Importance of
Developmental
Characteristics
Academic Advancement
and Social-Emotional Lags

School System Support

Parental Role
The ATHLETE

What are the Options

What if the student who

is ready for acceleration
remains at the current
grade level?

Levels of Giftedness and Prevalence

from Miraca Gross, Understanding our Gifted, Winter 2000
Level

IQ RANGE

Prevalence

Mild
Moderately
Highly
Exceptional
Profoundly

115-129
130-144
145-159
160-179
180+

1:6 1:44
1:44 1:1,000
1:1,100-1:10,000
1:10,000-1:1million
Fewer than 1:1 million

The IAS is comprised

of 11 Sections:

Section I
- General Information
Student
Family
Child

Study Team

Section II: Critical Items

Level of ability as measured by an

intelligence test

Grade level of sibling

Attitude of student

These items are CRITICAL to successful whole-grade acceleration. If any

items apply to the student, whole-grade acceleration is not recommended

Section III

III: School History

- Has the student been identified as gifted?
- What are the areas in which the student
has demonstrated high ability?

Sections IV-VI

IV: Prior Ability and Achievement Test

Result

V: Prior Professional Evaluation

Services

VI: Academic Ability and Achievement

Assessment: Ability vs. Achievement

Ability
WISC-III
SB:IV
Woodcock-Johnson
Otis-Lennon School
Ability Test
Cognitive Abilities
Test
Slossen Intellignece
Test

Achievement
ITBS
California
Woodcock-Johnson
Stanford Diagnostic
Reading
Stanford Diagnostic
Mathematics
Metropolitan

Assessment Issues with respect to

acceleration
Ability and/or Achievement
Availability
Above-level vs. grade-level
Placement/Programming
Prior Assessment . . . Evaluation Assessment
Who and When?

Sections VII - VIII

VII: School and Academic Factors

VIII: Developmental Factors

- Age
- Physical Size
- Motor Coordination

Section IX

Interpersonal Skills
- Emotional Development
- Behavior
- Relationship with Peers
- Relationship with Teachers
- Participation in Non-school Extracurricular
Activities

Section X

Attitude and Support

- Student
- Parent
- School System
- Prior Planning

Section XI: Grand Total and Guidelines

70 to 90 = Excellent Candidate

54 to 69 = Good Candidate

43 to 53 = Marginal Candidate

42 or fewer = Not recommended

IAS Summary and Planning Sheet

Reviews the Score

Designates educator for carrying out the Plan

Indicates timeline for implementation

Records names of team members and their

level of agreement with decision

Role of the Facilitator: Nuts and Bolts

Be prepared
Prepare your team
Provide Information
Collect all profile
information
Review information
from prior meetings

Preplan options
Select a receiving
teacher
Schedule the meeting
Care and feeding of
the receiving teacher
Follow-up with
parents, teachers, and
student

IAS Research

119 Case files

4th grade female
She

is doing very well. Continues to show much

maturity, scores on ITBS at 99+ and she is active in extra
curricular activities. Parents and staff are convinced this
was the right decision for this child. We thank you for
your collaboration

9th grade male

In

Fall of 1999 was a freshman at a private college.

Graduated with a 3.950 high school gpa.

Research continued

What happened to students for whom the decision

was not to accelerate?
Not accelerated to another grade level, but has
received accelerated curriculum in the area of
language arts [math]
Compacted curriculum

Issues Since Publication

Scores well above the norm

Bias against underachievement
Bias against creative
Not much room for nuances
Importance of getting along in school
Scoring issues -- single scores vs. cumulative
effect
Sibling Issues

Conclusion

We know that the IAS has helped over 100

educators make appropriate decisions

We want to continue the research

Users of the IAS are invited to send

completed Summary and Planning Sheets to
the Belin-Blank Center

Thats NOT all Folks

The Belin-Blank Center will

continue to act as your
consultant no charge.
Send in completed forms.

Questions: 800-336-6463