Historically the assessment of intelligence has been dominated by general ability or g type instruments. At variance with this tradition is the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) which employs four Scholastic Aptitude clusters to provide differential prediction of expected achievement. A review of published and unpublished research studies which have addressed the differential predictive validity of the Scholastic Aptitude clusters is reported. Generally positive findings are noted which reinforce the use of the WJTCA Scholastic Aptitude clusters, as well as suggesting the possibility that the field of psychoeducational assessment may need to reconsider the concept of differential prediction of school success.
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