Prediction of Classroom Achievement Using Intelligence and Behavioral Variables for Inner-City Children

Abstract

The relative importance of academic aptitude and behavioral variables for the prediction of achievement criteria in basic skill areas was investigated for a sample comprised of 71 inner-city third and fourth grade Ss. Analysis of the regression of five subtests of the Stanford Achievement Test on WISC IQs and scores on the Devereux indicated that both intelligence and behavioral variables constitute important components of third and fourth grade reading and arithmetic achievement and account for a significant proportion of the criterion variance in this sample.