Publication Date


Document Type


First Advisor

Shimabukuro, Shinkichi||Powell, Marvin A.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Education


Intelligence tests; Psychological tests; Educational tests and measurements; Socially handicapped children--Education


The purpose of this study was to evaluate the predictive accuracy with which intelligence tests predict subject matter achievement by culturally deprived children. The hypothesis was that intelligence test scores are of little value as a predictive measure for the culturally deprived child at the elementary school level; that a low correlation exists between intelligence test scores and academic achievement. A sample of culturally deprived children was chosen using criteria based on Warner's book, Social Glass America. Scores made on an intelligence test taken in the sixth grade were correlated with scores on achievement tests taken in the seventh grade. The coefficient found for the correlation of the boys' scores was .69. The correlation coefficient for the girls' was .77. For the total sample, the correlation coefficient was .74. All three correlations were found to be highly significant. The percent of forecasting accuracy found for the boys was 29 per cent. For the girls, it was found to be 37 per cent, and for the total sample, it was 34 per cent. The percent of variance of the achievement scores accounted for by the IQ scores for the boys was 48 per cent. For the girls, it was 59 per cent and for the total sample, it was 55 per cent. The hypothesis of this study was not supported by the findings. The correlation coefficients found in this study were higher than those found in studies dealing with normal children. The literature indicated that low correlations would be found, because of the cultural bias of intelligence tests. Their content and emphasis on verbal skills were reasons given to support this contention. The correlations found indicate that the same forces that work to make intelligence tests culturally biased are at work in achievement tests. If this is true and achievement tests do test academic achievement, schools and classrooms must also be biased. This would explain the findings of this study. It is probably true that both tests used were really tests of scholastic aptitudes and achievements.


Includes bibliographical references.


56 pages




Northern Illinois University

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