The report summarizes the results of a study of comparative validities of procedures for identifying the anxious elementary school child by using a questionnaire measure of school anxiety, the Test Anxiety Scale for Children (TASC). The data are based on the responses of 165 sixth graders from two school systems in southwestern New York State, who participated in a separate study involving programed learning and 77 sixth graders (40 boys and 37 girls in four sixth grade classes from the same schools as the programed group), who served as controls. Five tests were administered with two week intervals between administrations: (1) The TASC, (2) The Lie Scale for Children (LSC), (3) a verbal creativity battery composed of four subtests: imagination, flexibility, originality and fluency; (4) the Lorge-Thorndike IQ Test, and (5) an achievement test specially constructed for the programed learning study to measure knowledge of the learning material taught in a programed booklet. The major finding of the study shows that when the predictive validities of the TASC and the adjusted test anxiety scale for children (a composite score of the LSC score and the TASC scale for children score) were compared against the academic criteria the adjusted test anxiety scale for children score resulted in substantial increases in prediction. (Author/MC)