Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| Achievement Tests | 1 |
| Child Development | 1 |
| Children | 1 |
| Cognitive Ability | 1 |
| Cognitive Tests | 1 |
| Correlation | 1 |
| Elementary Secondary Education | 1 |
| Infants | 1 |
| Intelligence | 1 |
| Intelligence Tests | 1 |
| More ▼ | |
Source
| High Ability Studies | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Bayley Scales of Infant… | 1 |
| Hollingshead Social Economic… | 1 |
| McCarthy Scales of Childrens… | 1 |
| Wechsler Intelligence Scale… | 1 |
| Woodcock Johnson Psycho… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkMcCoach, D. Betsy; Yu, Huihui; Gottfried, Allen W.; Gottfried, Adele Eskeles – High Ability Studies, 2017
The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and…
Descriptors: Longitudinal Studies, Talent Development, Cognitive Ability, Academic Achievement
