Psychometric intelligence and achievement: A cross-lagged panel analysis☆
Section snippets
Participants
Participants were 289 students (192 male and 97 female) twice tested with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) for determination of eligibility for special education services. Ethnicity was 78.2% Caucasian, 5.2% Hispanic/Latino, 10.4% Black/African American, 1.0% Native American/American Indian, and 5.2% Other/Missing. Students were diagnosed by multidisciplinary evaluation teams according to state and federal guidelines governing special
Results
Descriptive statistics for the WISC-III IQ and factor index scores across test and retest occasions are presented in Table 1, the correlations between IQ and achievement tests at both times in Table 2, and the correlations between IQ and achievement tests across time in Table 3. Although somewhat lower than the WISC-III standardization sample, IQ scores were consistent with other samples of students with disabilities (Kavale & Nye, 1985–86). The average correlation between IQ scores at time 1
Discussion
There has been considerable debate regarding the separateness of psychometric IQ and academic achievement. Researchers have variously speculated that current achievement causes future IQ, current IQ causes future achievement, and IQ and achievement are mutually influential. In the absence of true experiments, longitudinal designs where both IQ and achievement tests are repeated across time have been recommended for estimating the relationship of IQ and achievement. Using structural equation
References (52)
Causal inferences from observational data: Use a redesigned cross-lagged methodology
Intelligence
(1991)- et al.
Neural systems for compensation and persistence: Young adult outcome of childhood reading disability
Biological Psychiatry
(2003) - et al.
The case for early intervention in diagnosing specific reading disability
Journal of School Psychology
(1998) - et al.
Does learning behavior augment cognitive ability as an indicator of academic achievement?
Journal of School Psychology
(2004) Title EQS 6 structural equations program manual
(2002)- et al.
EQS 6 for Windows user's guide
(2002) Intelligence, schooling, and society
American Psychologist
(1997)- et al.
Clinical assessment of children in child protection cases: An empirical analysis
Professional Psychology, Research and Practice
(2002) - et al.
Long term stability of the WISC-III
Psychological Assessment
(1998) - et al.
Long term stability of the Wechsler Intelligence Scale for Children-Third Edition among demographic subgroups: Gender, race, and age
Journal of Psychoeducational Assessment
(1999)
Long term stability of the Wechsler Intelligence Scale for Children-Third Edition among students with disabilities
School Psychology Review
How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence
Developmental Psychology
Schooling, intelligence, and income
American Psychologist
Quasi-experimentation: Design and analysis issues for field settings
Does intelligence cause achievement?: A cross-lagged panel analysis
Journal of Educational Psychology
Show me the child at seven II: Childhood intelligence and later outcomes in adolescence and young adulthood
Journal of Child Psychology and Psychiatry
The functional utility of intelligence tests with special education populations
Alternative approaches to the definition and identification of learning disabilities: Some questions and answers
Annals of Dyslexia
Classification and definition of learning disabilities: An integrative perspective
Utility of intelligence tests for treatment planning, classification, and placement decisions: Recent empirical findings and future directions
School Psychology Quarterly
General and specific abilities as predictors of school achievement
Multivariate Behavioral Research
Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
Structural Equation Modeling
The g factor: The science of mental ability
The g factor and the design of education
Cited by (0)
- ☆
Note: This research was supported, in part, by an Eastern Illinois University Faculty Development Grant and a Pennsylvania State University College of Education Alumni Society Faculty Research Initiation Grant. The authors wish to express their gratitude to the school psychologists who generously responded to our request for data.