"Open access" to colleges and universities has not resulted in a decline of the average mental ability of the students. In fact, the proportion of high-ability students attending college has increased substantially from 1920 to 1960. (MJM)

Results of scores of 151 gifted high school students on the Self Concept of Ability Scale indicated that Ss had high self-concepts of academic ability. (CL)

The pattern of abilities of a gifted fifth grade student is analyzed according to Guilford's Structure of Intellect model. (CL)

Student writing ability is improving not declining, but writing teachers must value their students' work. (DD)

Describes a Fall 1984 cooperative learning project at a Phoenix, Arizona, junior high school involving three sections of mixed-ability student groupings in reading, English, and math. At year's end, all academic levels (particularly remedial students) in the mixed-ability classes fared better than their counterparts in the tracked classes. By…

In a study of 141 children in three infant schools in the Midlands it was concluded that they could rank themselves and each other with a high degree of agreement. By the age of six the criteria that they used were predominately academic. (Author)

Analyzes the degree performance of adult students admitted to the University of Lancaster (England) during the period 1978-80, and analyzes the adult student entrants to the university by age group, sex, and entry qualifications during the same period. (CT)

Examination of the hypothesis that academic ability is positively related to both academic and social self-concepts revealed that 57 gifted junior high students held significantly higher academic and social self-concepts compared to nongifted age mates. Further, a definite relationship existed between academic and social self-concepts. (CL)

Results of the study revealed no decline in Scholastic Aptitude Test verbal or math ability scores of students completing special education teacher training programs between 1975-76 and 1980-81. Substantially more middle- and high-academic ability than low-ability teachers left special education teaching. (CL)

The upper 15 to 20 percent of secondary school students may be provided for through enrichment within existing classes, ability grouping, and acceleration. A number of recommendations are made. (MS)

A parent describes how accelerating her son from the third to fifth grade provided the intellectual challenge her son needed as well as solved his problem of being considered "different" from his peers. (PHR)

A study of 18 first-semester, 32 midprogram, and 18 graduating/graduated agricultural education doctoral students showed that degree progress increased the following competencies: foundations, applications, and international knowledge; social, content, process, problem-solving, systems, and resource management skills; and verbal, reasoning,…