Extensive research informed by Cattell-Horn-Carroll theory has illustrated ability-achievement relations in representative samples of individuals who represent the full spectrum of ability and achievement levels. Previous research consistently demonstrates that broad abilities are related to academic achievement above and beyond the effects of general intelligence, g. However, less research has explored whether these ability-achievement relations are similar in specific groups of students with atypical patterns of cognitive ability or achievement. Specifically, no research has explored ability-achievement relations in students with high achievement who do not meet criteria for giftedness on cognitive measures. The goal of this study is to explain which broad cognitive abilities best predict high achievement in non-gifted individuals. This research may illuminate how these individuals are able to succeed academically despite lower overall intelligence. It is also important to understand this high-achieving, non-gifted population to determine criteria schools could use to identify these students as capable of high achievement and in need of academic challenge.
Data will be drawn from the nationally representative standardization sample of the Woodcock-Johnson IV Tests of Cognitive Abilities and Tests of Achievement. These data include 6,817 individuals ages 5 to 93 and are representative of the US population. Individuals will be identified as non-gifted high achievers if they earn a GIA score below 120 yet demonstrate high achievement (i.e., earn a Broad Achievement score of 120 or higher or earn a score of 130 or higher on any broad or specific achievement cluster). The study will use structural equation modeling (SEM) with a higher-order cognitive model to identify the latent cognitive ability factors that affect each area of achievement. There will be seven SEM models for seven areas of achievement (Basic Reading, Reading Comprehension, Reading Fluency, Math Calculation, Math Problem Solving, Basic Writing, and Written Expression). We will also use SEM to examine which cognitive score accounts for the largest amount of variance in each academic cluster score, to inform identification or screening practices in school-based or private assessments.
The research is still in progress. However, we expect these findings will support the importance of a wide range of broad abilities on achievement. Academic achievement in this population will likely be linked to specific broad ability scores rather than overall g. Also, due to previous findings that working memory is positively linked to achievement in both average and twice-exceptional populations, we expect to find that strong working memory in this population will be used to compensate for weaker g.
We expect that these findings will support the use of a wider range of cognitive abilities to identify individuals for advanced academic programs in addition to scores that measure general intelligence. This research will inform theoretical understandings of the cognitive abilities of non-gifted high achievers as well as advances in the identification, education, and talent development of this population.
