A pilot study was conducted to ascertain if creative abilities measures could be adapted to the upper elementary school level and maintain their factorial validity. The factorial validities of seven measures of productive thinking abilities at the upper elementary school level were tested across grade levels and different socio-economic communities. Factor structures for sub-samples defined by grade and community were compared with factor matrix obtained for the total group. Results showed that the factor structures of the total sample and sub-groups were similar. Three measures of divergent production abilities maintained validity and were independent of I.Q. Further development and validation of such tests in this manner may produce intellectual measures useful in studies of pupils from widely different socio-economic backgrounds. (Author)