Patterns of academic achievement in students who qualified for a gifted program on the basis of nonverbal tests

The academic records of students who were placed in a gifted program on the basis of their nonverbal or abstract reasoning abilities were examined from kindergarten through high school. A comparison of these records with those from students who qualified for the same program on the basis of verbal or quantitative reasoning abilities revealed that the students who qualified only on the basis of nonverbal abilities had more difficulty in academic subjects than did the students from the other two groups. Some patterns of academic performance from kindergarten through high school are noted with suggestions for further study.