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ERIC Number: EJ1143133
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1359-8139
Developing Talents: A Longitudinal Examination of Intellectual Ability and Academic Achievement
McCoach, D. Betsy; Yu, Huihui; Gottfried, Allen W.; Gottfried, Adele Eskeles
High Ability Studies, v28 n1 p7-28 2017
The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and reading. Findings revealed that students' achievement is highly stable across the school years. Childhood intelligence is a strong predictor of initial mathematics and reading achievement. After age 7-years, intelligence is not predictive of either mathematics or reading achievement after accounting for prior achievement. Students who enter school with strong academic skills tend to maintain their academic advantage throughout their elementary and secondary education. We discuss the implications of these results for talent development.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bayley Scales of Infant Development; McCarthy Scales of Childrens Abilities; Wechsler Intelligence Scale for Children; Woodcock Johnson Psycho Educational Battery; Hollingshead Social Economic Status Measures
Grant or Contract Numbers: N/A