Long-Term Grade Predictions for Intelligence and Achievement Tests in Schools of Differing SocioEconomic Levels

Abstract

The validities of a verbal and nonverbal intelligence test and of an achievement test for predicting grades received from third- through fifth-grade by pupils in schools at three socio-economic (SES) levels are reported. It was found generally that the achievement test was as valid a predictor as the verbal intelligence test and that both of these tests were more valid than the nonverbal intelligence test and nearly as valid as previous grades for predicting later grades. Clear differences were found among the SES levels with the verbal intelligence test accounting for a greater proportion of grade variance in the low than in the higher SES schools and with the nonverbal intelligence test accounting for a greater proportion of variance in the higher than in the low SES level schools.