Correlations among special education students' WISC-R IQ's and SRA scores

For 50 children in special education from rural north central Kansas school districts (30 boys, 20 girls) were recorded SRA scores (Composite, Reading, Mathematics, and Education Quotient) and WISC-R IQs (Full Scale, Verbal, and Performance). There were no sex differences on any variable and all variables intercorrelated (Pearson) significantly. The two tests gave similar results over-all, confirming that the individually administered WISC-R and the group-administered SRA provide information on children's academic abilities and, used together, give a basis for appropriate judgments regarding academic abilities.