Abstract
Abstract Differential predictive validity of the WISC‐R for academic achievement was investigated across race for 36 Black and 36 White children referred to a private mental health clinic due to a variety of learning problems. Correlations between the WISC‐R Verbal, Performance, and Full Scale IQs and achievement test scores in Reading and Arithmetic were contrasted across groups in addition to comparisons of regression equations (regression coefficients and intercept constants) between the independent and dependent variables across race. No significant differences occurred between correlations or regression equations for Blacks and for Whites. Implications of these findings are discussed.
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