Intellectual Status and Intellectual Growth Again

To correct for measurement error in the correlation of student status with achievement gain, the simplex model was used. Results supported the authors' hypothesis that status and gain are correlated. Students who start out as low achievers may need more help over time to maintain the same acade...

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Bibliographic Details
Published inAmerican Educational Research Journal Vol. 14; no. 2; p. 137
Main Authors Werts, C. E, Hilton, T. L
Format Journal Article
LanguageEnglish
Published 1977
Subjects
Academic Achievement
Achievement Gains
Basic Skills
Bloom (Benjamin S)
Elementary Secondary Education
Intellectual Development
Longitudinal Studies
Mathematical Models
School and College Ability Tests
Sequential Tests of Educational Progress
Test Interpretation
Testing Problems
Time Factors (Learning)
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Summary:To correct for measurement error in the correlation of student status with achievement gain, the simplex model was used. Results supported the authors' hypothesis that status and gain are correlated. Students who start out as low achievers may need more help over time to maintain the same academic growth as higher achievers. (Author/MV)