The relative influence upon educational age of grade location and mental age

Abstract

The purpose of this investigation was to determine the relative importance of intelligence and length of school training as factors influencing educational achievement. Intelligence was defined as the capacity measured by the Otis Group Intelligence Scale. Educational achievement was defined as the abilities measured by the Stanford Achievement Test. Length of training was represented by grade location in school. The method of investigation made possible a comparison between the educational ages of children in the same grade who differ two years in mental age with the educational ages of children of the same mental age who differ two years in grade location. The results of the investigation show that educational achievement is determined more by intelligence than by length of school training. This is evidenced not only in terms of total educational age but also in terms of each subject measured by the Stanford Achievement Test, except spelling. (PsycInfo Database Record (c) 2025 APA, all rights reserved)