A Review by Dan G. Holt, Ph.D.
The term “acceleration” is a misnomer. The process is, or should really be, one of bringing up talented youth to a level of instruction commensurate with their achievement levels and readiness so that they are properly challenged to learn the new material (Feldman, 1989). In other words, there is no acceleration if all we are doing is meeting the already existing needs of the student. If we do not meet those needs, though, we are “decelerating” or hindering their achievement or learning process.
It is fairly well accepted that the American education system was created in the image of the assembly line in order to produce “worker bees” to enable the great industrial machines of yesterday to produce widgets with the utmost speed and efficiency. The assembly line is fast, efficient, profitable, and a way of life. Graded schools arose in response to and met the challenge of the influx of children to city schools during the early years of the industrial revolution. We in education, having adopted this modus operandi, are still trying to produce well educated adults with this method. Times and the requirements of our society have changed. We now have the ability and technology to create Individualized Education Plans (IEP) for every student in school…and we should. We continue, though, to discriminate against students because of their age. An interesting lawsuit, recently filed, (U.S. Department of Education Office for Civil Rights: Levi vs. Santa Monica Community College Docket Number 09-99-2308 and the Los Angeles Unified School District Docket Number 09-99-1422) PALSletter EDITOR NOTE: This lawsuit has been since been dismissed by OCR.
“…alleges discrimination under PL 94-142 (IDEA) because some gifted children’s disabilities are masked and/or ignored when those children work at or above grade level. Disabilities which prevent a child from learning at the level and pace appropriate for the child’s mental age should be addressed regardless of whether a discrepancy exists between the child’s mental and chronological ages” (Sheard, 2000)
In other words, if chronological age is the only determining factor then it is a form of civil rights discrimination just as it would be if a person could not get a job because that person is over the age of 60. If we as a society honor and respect the right of the individual as much as we would like to think we do, then why do we continue to violate the rights of academically gifted students? We hold them back only because of chronological age while ignoring intellectual age.
Grade skipping is one expedient way to challenge gifted students, if done appropriately. In a ten-year longitudinal study of gifted students identified as mathematically precocious and who had been academically accelerated, it was found that there was no “…support (for) the common concern that gifted students may be harmed by accelerated experiences” (Swiatek & Benbow, 1991).
According to research, failing to accelerate students who meet the criteria for acceleration has detrimental effects on their education. There are strong indications that many students who remain in under-challenging educational environments will not fully use their considerable talents. They develop poor study habits, apathy, maladjustment, and may not complete school. We, as a society, seem to be more concerned with “equal” than with “appropriate.” But the question remains, “How do I know if my student should be accelerated?”
The answer to that and many other questions regarding whole-grade acceleration or grade skipping are contained in the Iowa Acceleration Scale: A Guide for Whole-Grade Acceleration K-8 (Assouline, Colangelo, Lupowski-Shoplik, and Lipscomb, 1998). Presented in a format that is user-friendly and logical, the Iowa Acceleration Scale (IAS) is the first instrument to provide an objective procedure with which to address the questions related to grade skipping a student. A readable manual is provided with case studies, examples, detailed instructions for completing and interpreting the results, and a complete list of references. In addition, a Summary and Planning Sheet and questionnaire form are provided for individualized, cost-effective use with many students.
The IAS is comprised of eleven categories, each with a series of questions. Those categories include the following: Student Information, Family Information, Child Study Team Information, Critical Items, School History, Prior Ability and Achievement Test Results, Academic Ability and Achievement, School Factors, Developmental Factors, Interpersonal Skills, and Attitude and Support. The answers are assigned numerical values, and in the final category the subtotals are combined to yields a “final score” which indicates the advisability of acceleration for that particular student.
Comprised of six sections, the IAS Manual covers the following information:
Section I covers background on the IAS, its purpose, and the advantages of using it. Those advantages include the following:
- A more objective view of the students
- 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 student’s 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
- The support of the Belin and Blank International Center for Gifted Education and Talent Development which is just a phone call away.
Section II describes the “top ten” issues regarding acceleration, giving case vignettes to assist understanding of the issue.
Section III provides specific instructions on completing and interpreting the resulting scores of the IAS.
Section IV provides research documentation on whole-grade acceleration.
Section VI lists references for additional research on this topic.
Grade skipping is an emotional area and therefore can be very difficult to accomplish in an objective manner. The IAS provides the uniformity and objectivity necessary in making such an important decision, while maintaining sensitivity to the student. I would suggest an objective third party be employed to question the various parties involved and complete the IAS when the emotions are running high regarding the decision of the school and the desires of the parents and student. The IAS is a major step in eliminating the continuous lack of regard for the individual rights of students in America, especially those who are intellectually more mature than their peers.
The final question has to be “Why would you hold anyone, at any age, back in terms of advancing his or her knowledge and educational goals?” The IAS provides those of us concerned with appropriate education for individuals the tool with which to determine the most challenging placement of the student in our educational system.
References
Assouline, S., Colangelo, N., Lupkowski-Shoplik, A., and Pibscomb, J. (1998). Iowa Acceleration Scale: A guide for whole-grade acceleration K-*. Scottsdale, AZ: Gifted Psychology Press, Inc.
Benbos, C.P. (1991). Meeting the needs of gifted students through use of acceleration. In M.C. Want, M.C. Reynolds, and J.J. Walburg (Eds), Handbook of Special Education (Vol. 4, pp 23-36). Elmsford, NY: Pergamon Press.
Feldhusen, J.F. (1989). Synthesis of research on gifted youths. Educational Leadership, 46 (6), 6-11.
Dr. Dan Holt can be reached at: LGReal@usa.com. Re-print permission was granted to PALS.
Reprinted with Permision from Parents for Able Learner Students – PALS
December 2000 PALSletter