The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores

Show full item record

Title: The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores
Author: Tayrose, Michelle Parker
Advisors: Dr. Patricia W. Collins, Committee Member
Dr. Gail Jones, Committee Member
Dr. Jeffery P. Braden, Committee Chair
Abstract: The historical correlation between intellectual functioning and academic achievement is largely based on individually administered achievement tests. However, the standards-based reform movement and recent special education legislation emphasize group-based achievement tests and allow for the use of state-based tests in eligibility determinations. Importantly, there does not exist research examining the IQ-achievement relationship using standards-based tests; thus, the current study evaluated the correlation between the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and those tests comprising the North Carolina assessment program (i.e., End-of-Grade (EOG) tests). Five NC school psychologists provided archival information on students (n = 76) and results yielded support for the two hypotheses, which postulated that confidence intervals placed around correlation coefficients between Full Scale IQ (FSIQ) scores and EOG-Reading and —Mathematics scores would capture r =.6, which is roughly halfway between the range of historical correlations. Implications regarding the validity of the WISC-IV and its potential use in identifying learning disabilities in which achievement is measured by tests linked to state standards, as well as suggestions for future research are discussed.
Date: 2008-04-09
Degree: MS
Discipline: Psychology

Files in this item

Files Size Format View
etd.pdf 319.1Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record