Reported are results of a study proposing to determine whether developmental patterns in correlational reasoning could be identified among a large and diverse sample; whether developmental patterns in correlational reasoning were similar regardless of problem context; and whether developmental patterns in correlational reasoning were similar for subjects of similar developmental levels regardless of educational level. Data from students in grades 6-13 (N=2282) were collected using two parallel forms of Tobin and Capie's Test of Logical Thinking (TOLT). Two of the ten items which measured correlational reasoning abilities were analyzed for the study, and common response patterns were identified among the respondents. Included among the results was the finding that response patterns were more predictable and stable across developmental level than educational level. Error patterns are also discussed. (CS)