An analysis of the WISC and ITPA and their relationships to school achievement, socio-economic status, and ethnicity



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This study was concerned with the effectiveness of two widely used standardized, individually-administered tests, the WISC and the ITPA, as they related to each other, school achievement, ethnicity, and socio-economic status. The study was conducted on a school-wide population encompassing a nonrestrictive intellectual range, normal and handicapped students, representing five school placement groups, three ethnic groups and all levels of socio-economic status as measured by Warner's social class scale. The study contained 417 subjects, 202 normals, 215 handicapped or referred students. Of these 322 were Others, 47 were Blacks, and 48 were Spanish-surnamed. Each subject was administered a WISC, and ITPA, and a WRAT individually within a 12-month period. Socio-economic status was determined by Warner's social class scale. The resulting variables were analyzed in three major categories: 1. Redundancy in the WISC and ITPA 2. Ability of these tests to predict school achievement and the relationship of SES to school achievement. 3. Ethnic patterns of the tests and their ability to predict school achievement for separate ethnic groups. An analysis of the data using analysis of variance, product-moment correlation and multiple step regression indicated that there was redundancy in the two tests and they could predict school achievement for individual ethnic groups as well as, or sometimes better than, for the whole population. Although ethnic patterns were evident no one race scored consistently higher in multiple step regression for school achievement. All findings were significant at the .01 level. It was suggested that the use of the tests and not the tests themselves was biased. Suggestions for further study were delineated.