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.
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
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