Identifying the First Grade Underachiever

Abstract

AbstractFour methods of judging achievement relative to ability were investigated: (1.) Achievement and ability T scores within on standard deviation of each other, (2) Achievement T score subtracted from ability T score ratios, (3.) Regression of achievement on ability, and (4.) Teacher judgement as to the juxtaposition of achievement and ability. The Metropolitan Achievement Test (Primary I) and the Kuhlman-Anderson Intelligence Test, (A), were administered to 157 first graders. One hundred of these were chosen at random as a criterion group. Means, standard deviations, and regression equations were computed separately for boys and girls. The scores of the remaining fifty-seven were transformed using these estimates of the parameters. The number of overachievers, adequate-achievers, and underachievers identified by each of the four definitions differed significantly.