ERIC Number: ED022553
Record Type: Non-Journal
Publication Date: 1967-Nov-30
Reference Count: N/A
Head Start Evaluation and Research Center, the University of Chicago. Report D, the Interaction of Intelligence and Behavior as one Predictor of Early School Achievement in Working Class and Culturally Disadvantaged Head Start Children.
Hess, Robert D.; Shipman, Virginia C.
This study seeks to determine the degree to which certain behavioral measures interact with intelligence, whether in a linear or curvilinear fashion, to help one predict academic achievement in Head Start children to a greater degree than would be possible were intelligence test performance alone used as the predictor variable. Children were tested during a summer Head Start program and retested in the fall in a followup study. Of the tests of ability used with the children, the two best predictors of success in the academic tasks in kindergarten was the Preschool Inventory and the Stanford-Binet. The best predictor of socially conforming behavior was the Probable Adaptation rating made by teachers. The behavior and possibilities for future progress of the children were rated at the end of the summer session and during the followup. An initial hypothesis, that differences in behavior level would affect success criteria scores in low IQ children more than it would in high IQ children, was generally not supported. In addition, no striking curvilinear interaction was found between behavior level and intelligence, but the majority of success criteria appear to interact in a linear fashion across behavior areas. (WD)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.; Institute for Educational Development, New York, NY.
Authoring Institution: Chicago Univ., IL. Head Start Evaluation and Research Center.
Identifiers - Assessments and Surveys: Preschool Inventory; Stanford Binet Intelligence Scale