Emilia C. Lopez

CORRELATIONS AMONG MEASURES OF COGNITIVE ABILITY, CREATIVITY, AND ACADEMIC ACHIEVEMENT FOR GIFTED MINORITY CHILDREN '

This study explored the correlations among nonverbal reasoning ability, creativity, and academic achievement in gifted minority children, 89 girls and 71 boys in Grades 1 through 8 in a program for gifted. A random half of students from all grade levels were tested at the beginning of the year and the remaining half after 7 mo. with Raven Progressive Matrices, Torrance Tests of Creative Thinking, and the California Achievement Test. Pearson correlations reflected limited relations among these variables except for a significant positive value between creativity and reading achievement. Suggestions for further study and implications for identification procedures and program development were provided.

Collaboration and Consultation in Transition Planning: Introduction to the Mini-Theme

a change in status from behaving primarily as a student to assuming emergent adult roles in the community. These roles include employment, participating in postsecondary education, maintaining a home, becoming appropriately involved in the community, and experiencing satisfactory personal and social relationships. The process of enhancing transition involves the participation and coordination of school programs, adult service agency services, and natural supports within the community. (Halpern, 1994, p. 116)