Identifying Academic Potential in Students from Under-represented Populations: Is Using the Ravens Progressive Matrices a Good Idea?

Abstract

Increasing concern has been focused on the under-representation of African-American and Hispanic students in programs for the academically talented. The Raven's Progressive Matrices (RPM) has been suggested as a possible instrument to help remedy this situation, although little research has been conducted about its viability in identifying academic potential in minority populations. A sample of low-income minority students was given the Raven's Advanced Progressive Matrices (APM) along with a more traditional measure of academic aptitude (The School and College Ability Test) to compare the ability of each to identify students who might profit from advanced-level coursework. There were differences among ethnic groups in results of both tests, but a significantly higher proportion of minority children scored at a high level on the RPM than on the traditional mcasure. In addition, the RPM does appear to be a useful instrument for identifying academic potential in students with limited English proficiency However, there are still issues and concerns surrounding the use of the APM as the sole instrument for selecting students to participate in special programs stressing high-level academic standards and content. The RPM appears to hold more promise as a general screening instrument, to be used in conjunction with other measures to identify students with academic potential who could profit from special programs designed to enhance their academic skills.