Iowa Acceleration Scale Manual: A Guide for Whole-Grade Acceleration (K-8) 2nd Edition (Paperback)

~ Nicholas Colangelo (Author), Ann, Ph.D. Lupkowski-Shoplik (Author), Jonathan Lipscomb (Author), Leslie, Ph.D. Forstadt (Author), Susan G. Assouline (Editor)

Editorial Reviews

About the Author

Dr. Assouline is Associate Director of the Belin-Blank Center at the University of Iowa. Dr. Colangelo is Professor of Gifted Education and Director of the Belin-Blank Center. Dr. Lupkowski-Shoplik is an Assistant Professor at Carnegie Mellon University. Jonathan Lipscomb and Leslie Forstadt are doctoral students at the University of Iowa.

Product Details

• Paperback: 144 pages
• Publisher: Great Potential Press; 2 edition (September 2002)
• Language: English
• ISBN-10: 0910707553
• ISBN-13: 978-0910707558
• Product Dimensions: 10.7 x 8.3 x 0.3 inches
• Shipping Weight: 11.2 ounces
• Average Customer Review: 4.7 out of 5 stars  See all reviews (3 customer reviews)
• Amazon.com Sales Rank: #477,566 in Books (See Bestsellers in Books)

Customer Reviews

Most Helpful Customer Reviews

16 of 16 people found the following review helpful:

5.0 out of 5 stars A "Must Have" for Acceleration Decisions, August 29, 2005

By	Mark Williams - See all my reviews (REAL NAME)

The Iowa Acceleration Scale (IAS) is a "must have" tool in the process for determining the appropriateness of whole-grade acceleration. What I like most about the IAS is that it is research based and patently objective. The IAS also requires a team approach which only serves to add confidence to whatever decision is ultimately arrived upon. Further, each child is assessed wholistically with individual items weighted based on relevance.

The IAS also provides alternate suggestions for serving the academically advanced child in the event that whole-grade acceleration is not recommended.

The manual is a very easy read and the entire process is user friendly. The IAS Manual removes the mystery and uncertainty from what would typically be a rather difficult task - deciding whether or not to whole-grade accelerate a child in school.

I highly recommend the IAS for any and all parents and educators who find themselves faced with the incredible task of trying to decide how best to meet the educational needs of a bright or gifted child. To borrow (and twist) a line from Shakespeare: If to accelerate or not to accelerate is the question - then the IAS is the answer.

A Note of caution to parents and IAS team members: The IAS process should be open and transparent. All team members should have the opportunity to read and review the manual prior to and during the process. Therefore, be sure the "team leader" does not monopolize the process or attempt to create their own procedure for completion of the IAS. The manual very clearly states the proper procedures to follow to ensure the process flows smoothly - and objectively.

15 of 17 people found the following review helpful:

5.0 out of 5 stars Wonderful resource!, April 2, 2004

By A Customer

I refer to this book often when working with families and educators that are considering whole-grade acceleration for a gifted student. This is an invaluable tool that appears to be very user-friendly.

1 of 1 people found the following review helpful:

4.0 out of 5 stars An indipenscable aid for parents and schools, July 28, 2008

By	Timohuatl (San Francisco) - See all my reviews

Deciding whether to have a student jump a grade is emotionally difficult for parents and schools. Most people, including school officials, have very little evidence to use when evaluating the proper course for a child. All too often, they are trapped by social prejudices that speak against accelaration. This work is founded on a growing body of scholarship that not only validates acceleration as a viable option, but helps determine when accelaration is appropriate. Using the Iowa accelaration scale, parents and students can use a quantifiable methodology for making this determination. It helps difuse the emotions and anxieties associated with such a decision and provides guidance in border-line situations. This should be a part of every school district's tool kit and parents frustrated with finding ways to meet their child's needs should hear of this work too. The only frustration with the work is that it does not incorporate many of the recent advances into understanding gifted students and how to create a successful experience for them in schools.