ERIC Number: ED194546
Record Type: RIE
Publication Date: 1980-Sep
Reference Count: 0
Predictive Validity of the WISC-R IQs and Estimated Learning Potential.
Empirical evidence is presented regarding the use of the estimated learning potential (ELP). The data reported come from three instruments: the Wechsler Intelligence Scale for Children-Revised (WISC-R), the reading and math components of the California Achievement Tests, and the System of Multicultural Pluralistic Assessment (SOMPA) Sociocultural Modalities Scales. Four modalities (family size/structure, socioeconomic status, and urban acculturaltion) were used for establishing the ELP from the WISC-R data. The sample was drawn from three racial-ethnic groups and two social classes in grades 1 through 8. Results show the common tendency for middle class children to outperform the lower class on IQ and achievement, as well as the relative ranking of the racial-ethnic groups on IQ and achievement data. The IQ correlations for reading and math tend to be stronger for lower class children within each racial-ethnic group. The concurrent prediction of reading and math achievement is accomplished more accurately with IQs than ELPs. Compared to WISC-R IQs, the adjustment of IQs to form an estimated learning potential tends to decrease the test's effectiveness to predict current and later achievement. (GK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: California Achievement Tests; Estimated Learning Potential; System of Multicultural Pluralistic Assessment; Wechsler Intelligence Scale for Children (Revised)
Note: Paper presented at the Annual Meeting of the American Psychological Association (Montreal, September, 1980).