American educators have become very concerned by mandates prescribed in the federal No Child Left Behind Act and a slew of state-level reforms such as new curriculum standards and requirements. It is difficult for them to entertain other suggestions. The concern is understandable because noncompliance leads to unbearable consequences. Failure to…

The relative influence of scholastic achievement, intelligence, athletic ability, and ethnic origin on the formation of friendships among pupils in two Israel elementary schools was explored. The most important factor was found to be similar academic achievement, followed by intelligence and athletic achievement. (Authors/PP)

Differences were investigated in performance between third-grade American and Canadian children on two subtests of the Wechsler Intelligence Scale for Children Revised. Results were discussed in terms of Canadian and American curriculum contents and test-taking experiences. (Author/JKS)

Urban and rural Aboriginal- and Anglo-Australian children were tested for reading and math achievement, for nonverbal psychometric test intelligence, and for three cognitive styles. Psychometric intelligence was clearly a more powerful predictor of the effects of culture and location on school achievement than was cognitive style. (Author/CMG)

R. J. Sternberg and others found that the types of behaviors reported by laypersons as characterizing different types of intelligence varied across the different groups tested, and that a person's concept of intelligence affects the manner in which he or she evaluates the intelligence of others. Two experiments by Sternberg et al. were replicated.…