Spatial Ability and Academic Success of Sixth Grade Students at International Schools

Abstract

Tests of verbal and mathematical reasoning ability (the Verbal Ability, Quantitative Ability and Mathematics subtests of the CTP III) and a test of spatial ability (the CTY Spatial Test Battery, Form HH) were used to predict academic success in a sample of 423 sixth graders at international schools. The reasoning measures showed high correlations with success (as measured by the grade point average (GPA)); the scores on the spatial test, too, were substantially correlated with GPA, although this correlation was somewhat lower than those of the reasoning measures. When the sample was divided into native English speakers and students with English as a second language (ESL students), native speakers were found to have an advantage on the reasoning tests, especially on the verbal one, but not on the measure of spatial ability. With small group differences on the GPA, the reasoning tests, especially the verbal test, underestimated the academic potential of the ESL students. It was concluded that the spatial test can contribute to reducing the bias against ESL students that is likely to occur when measures of verbal reasoning ability are administered to members of this population.