The Arlin Test of Formal Reasoning and the Identification of Accelerated Mathematics Students

Abstract

The Arlin Test of Formal Reasoning (ATFR) has been presented as an instrument useful in the identification of students for placement in accelerated mathematics programs. Using a sample of eighth graders, 32 regular and 18 accelerated mathematics students, the ATFR was examined along with typical school standardized test information (Cognitive abilities Test and Comprehensive Test of Basic Skills). Beyond available school test information, the ATFR was not found to make a substantial contribution to the identification of accelerated mathematics students, nor, within their class placements, was it significantly associated with student academic performance (final grades).