A Study of the Relationship Between Admissions Scores and Subsequent Achievement at Brownell-Talbot School

Author

Dianne Desler, University of Nebraska at Omaha

Date of Award

4-1-1981

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Educational Leadership

Abstract

Standardized intelligence and achievement testing has been the center of considerable controversy. Critics of testing have included parents, school boards, legislative bodies, and civil rights organizations. Even national news commentators have attempted to expose the I.Q. as a myth. Independent schools rely upon standardized intelligence and achievement tests as a major component in the admission of new students. It is imperative that educators involved in making decisions regarding the future education of children recognize the limitations of standardized test results as well as their usefulness as predictors of future achievement.

Comments

Presented to the Graduate Faculty University of Nebraska at Omaha In Partial Fulfillment of the Requirements for the Degree Specialist in Education University of Nebraska at Omaha. Copyright Dianne Desler April, 1981

Recommended Citation

Desler, Dianne, "A Study of the Relationship Between Admissions Scores and Subsequent Achievement at Brownell-Talbot School" (1981). Student Work. 2400.
https://digitalcommons.unomaha.edu/studentwork/2400