Lipscomb, J. M. (2003). A validity study of the Iowa Acceleration Scale. Unpublished dissertation, The University of Iowa.
The Iowa Acceleration Scale (IAS) was designed to aid educators in determining whether an elementary or secondary student would benefit from whole-grade acceleration (also known as grade skipping). The 20-item scale addresses a student's measured intellectual ability and achievement, motivation, attitudes towards learning, and relationships with peers and teachers, as well as the attitudes of educators, parents, and the student toward acceleration. Between 1992 and 1998, complete data on 103 IAS cases were amassed by the Belin-Blank Center. These data were utilized to generate information about how well components of the IAS function together (part of internal structure evidence for validity). Results of the study suggest that each of the IAS's four subscales contribute to a distinct set of information to the total score. The subscales and 13 of the 20 items function as intended by positively contributing to the total IAS score. The findings also suggest changes that could increase the ability of the IAS to distinguish among the small and potentially homogenous group of students who are nominated for acceleration.