The stability of the factor structure of the WISC-R and the WRAT is investigated over a 3-year period for a sample of educable mentally handicapped and mentally retarded students. Factor analyses indicated stable factors for intelligence and achievement across time. Similar factor structures emerged from both initial assessment and re-evaluation data. The argument that intelligence and achievement tests measure similar constructs is not supported in an intellectually retarded sample. Additional support is provided for stability of the factor structures of the WISC-R and WRAT over time.
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