Higher education institutions in Australia are cautioned against placing too much emphasis in admissions on previous academic performance, whose predictive validity is questioned, and too little emphasis on other important factors relating to equity in the selection process and to educational supply and demand. (MSE)

WISC-R (Wechsler Intelligence Scale in Children-Revised) Verbal and Performance scores were correlated with WRAT-R Wide Range Achievement Test-Revised scores. The verbal score was found to predict reading, spelling, and arithmetic. The performance score did not add significantly to the predictions. Results were consistent with earlier studies.…

Black (N=95) and White (N=52) low socioeconomic children assigned to special education classes were initially given the Stanford-Binet and, three years later, the Wechsler Intelligence Scale for Children-Revised (WISC-R). Correlations between Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total…

The first systematic summary of predictive validity research on the new Medical College Admission Test (MCAT) is presented. The results show that MCAT scores have significant predictive validity with respect to first- and second-year medical school course grades. Further directions for MCAT validity research are described. (Author/MLW)

Examined the benefits to an admissions office of using the Scholastic Aptitude Test (SAT) in predicting freshmen grades (N=169 and N=172). Results suggested the SAT does not increase predictive validity substantially beyond the high school record. Presents an alternative admissions strategy based on multiple regression. (JAC)

Two research studies reported in the three publications discussed in this article had their origins in discussions of the Robbins Committee prior to 1963. Two of the Committee's recommendations related to possible changes in the selection of students for higher education. (Author/RK)

The article discusses the results of research on differential teacher behavior with senior high students of both high and low achievement expectation. (Author/RM)

The grading standards must be based on society's needs and the availability and ability of students to be trained to fill these needs. (IR)

Differences in responsiveness to social reinforcement associated with the race and socioeconomic status of a person are interpreted in terms of his expected outcomes and his scale of evaluation of outcomes. (JM)