Conventional Test Scores and Creative Writing among Disadvantaged Pupils

A report of study initiated to examine the relationship between standardized test scores and the creative productivity of a group of disadvantaged children. A sample of 117 disadvantaged sixth graders wrote brief stories in response to stimulus pictures designed to stimulate imaginative writing. Each story was independently judged on the qualities of unity, development, and imagination by two judges employing a five point rating scale. Adding the ratings on the three scales produced a score for the overall quality of the story. The resulting table reveals a consistent pattern of moderately high correlations among rating of stories, intelligence, and meaures of school achievement.