Intelligence Testing and Its Role in Academic Achievement

Dear Colleagues,

The relationship between intelligence testing and academic achievement is historically well-studied and yields consistent empirical results. Intelligence tests predict academic achievement across ages, educational levels, and ability levels moderately well. Despite this consistent evidence, the use of intelligence testing for academic placement and to help understand academic difficulties remains unpopular. As such, we see a robust and growing resistance to intelligence testing for academic use (e.g., the growth of authentic assessment practices in primary/secondary school; test optional or test blind practices in postsecondary admissions). In this Special Issue, we invite authors to contribute empirical research articles, theoretical papers, or reviews on the relationship between intelligence testing and academic achievement. We are especially interested in papers that elucidate for whom and/or under what circumstances intelligence testing is useful, particularly regarding placement in educational programs (e.g., gifted programs, special education), post-secondary admissions and selection, and to help understand individual differences in academic achievement. Potential topics include (but are not limited to) the following:

• The use of intelligence testing for academic placement in primary and secondary schools (e.g., gifted education, learning differences).
• The use of intelligence testing to help understand giftedness and/or learning difficulties in children and adolescents.
• What information is gained by utilizing intelligence testing in education? What information is still lacking?
• The use of intelligence testing for admission or placement in postsecondary schools.
• The impact of test optional and test blind admission policies and academic achievement in postsecondary schools.

Prof. Dr. Meredith C. Frey
Dr. Christopher R. Niileksela
Guest Editors

Manuscript Submission Information

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