Pupils characteristically 'Bright' or 'Slow' in the early elementary grades remained in the same category in high school, in both graduate and non-graduate groups¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1917 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No cases of marked change from 'Bright' to 'Slow' or vice versa were found between the early-grade period and high school in either group. → Cummins 1917

Evidence¶

Cummins 1917¶

Cummins, R. A. (1917). 'Bright' and 'Slow' Pupils in Elementary and High School. The Journal of Educational Psychology. https://psycnet.apa.org

q2 · i? · associational · r1

Observational analysis of the Ethical Culture School's high school and elementary record cards for 116 graduates and 184 non-graduates (1913-14 to 1916-17). The author reports "no cases presenting, any marked change" in standing between early grades and high school; no effect size is printed.

"we find that there were no cases presenting, any marked change from "Bright" to "Slow," or vice versa. as they passed from the "Early" period in the elementary school to the high school, in either the graduate or the non-graduate group."

Discussion¶

Related Claims¶

• Ranking by the Scholastic Quotient corresponded very closely with the consensus ranking of all teachers across more than 4,000 report cards — related
• Screening assessment benchmarks indicating significant risk shift up and down on the MCAS scale within and across grades, so students with the same skills may be classified differently at different times — related
• Pupil standing in one subject is more stable across successive school years than across subjects of different nature, with 13 of 32 pupils in the same group for all four years of English — related