PREDICTING STUDENT SUCCESS IN A MAGNET SCHOOL SETTING THROUGH INTELLIGENCE AND NON-COGNITIVE FACTORS

Abstract

PREDICTING STUDENT SUCCESS IN A MAGNET SCHOOL SETTING THROUGH INTELLIGENCE AND NON-COGNITIVE FACTORS

ABSTRACT Magnet schools have been a main tool or innovation in urban education settings in the United States, originating in the early 1970’s and expanding into most large urban districts today (Blank, 1989). While some magnet schools do not rely on a specific criterion to determine entry, many do. This study focuses on such a setting where students must demonstrate advanced cognitive abilities to be admitted in early grades via a screening tool designed to measure levels of intelligence. The study seeks to gauge the reliability and validity of the utilization of such a screener to identify children best suited for the magnet school presented. The results could potentially be valuable in providing important information to researchers and other magnet school officials who seek to determine effective and accurate methods to measure intelligence and identify children with the potential for high academic performance. This quantitative study examined results from the Kauffman Brief Intelligence Test (KBIT), Second Edition, which was utilized by the school in the study for determining entry eligibility for incoming kindergarten and first-grade students. These results were compared with other student assessments administered throughout elementary school grades, culminating with fourth grade. Associations were sought between the screener and state-administered summative assessments to determine the reliability of the entry screener at identifying students best suited for inclusion in a setting with high academic expectations. Additionally, data from a non-cognitive measurement tool was compared with those same state assessment scores to determine the usefulness of such a measure and its association with high levels of academic achievement. Three research questions were addressed to, 1) determine variances among student demographic groups on all assessments in the study, 2) analyze associations between student entry screening scores and other assessment data, and 3) analyze associations between student non-cognitive measurement scores and other assessment data. The study seeks to determine the most accurate and effective method for determining student ability for successful participation in the magnet school setting provided.