What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades.

Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli

doi:10.1037/a0026280

Cited by 417Cognitive Abilities and TestingEducation, Achievement, and GiftednessEarly Childhood Education and Development

What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades.

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Duckworth, Angela L., Quinn, Patrick D., Tsukayama, Eli·2012·Journal of Educational Psychology

DOI 10.1037/a0026280PMC PMC3782117

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Abstract

The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In particular, we suggest that intelligence helps students learn and solve problems independent of formal instruction, whereas self-control helps students study, complete homework, and behave positively in the classroom. Two longitudinal, prospective studies of middle school students support predictions from this model. In both samples, IQ predicted changes in standardized achievement test scores over time better than did self-control, whereas self-control predicted changes in report card grades over time better than did IQ. As expected, the effect of self-control on changes in report card grades was mediated in Study 2 by teacher ratings of homework completion and classroom conduct. In a third study, ratings of middle school teachers about the content and purpose of standardized achievement tests and report card grades were consistent with the proposed model. Implications for pedagogy and public policy are discussed.

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Middle school students' IQ predicts standardized achievement test scores better than self-control, while self-control predicts report card grades better than IQ.
“Evidence from other studies bears this out: middle school students’ IQ predicts standardized achievement tests scores better than self-control while self-control predicts report card grades better than IQ [92].”
From Does time management work? A meta-analysis (2021) · cites this paper as [92]
Standardized achievement tests better predict IQ, whereas grades better predict academic behaviors.
“Standardized achievement tests and grades differ to the extent that standardized achievement tests better predict IQ, whereas grades better predict academic behaviors”
From The effects of physical activity interventions on psychosocial outcomes in adolescents: a meta-analytic review (2016) · cites this paper as Duckworth, Quinn, & Tsukayama, 2012

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Left Behind 1 Running Head: WHAT NO CHILD LEFT BEHIND LEAVES BEHIND What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting
Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2014)
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PUB TYPE Reports Research/Technical (143) Speeches/Conference Papers (150)
Rakow, A. (2016)
Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains.
Lauermann, F., Meißner, A., & Steinmayr, R. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000377 · Cited by 57 · see citing works

Authors: Duckworth, A. L., Quinn, P. D., & Tsukayama, E.
Affiliations: University of Pennsylvania (US)
The University of Texas at Austin (US)
ORCID: Duckworth, Angela L.
Quinn, Patrick D.
Tsukayama, Eli
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2012-05
Volume: 104
Issue: 2
Pages: 439-451
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0026280
PMC: PMC3782117
OpenAlex: W2144163412
Cited by: 416
References: 84
Citations by year: 2026: 15 · 2025: 17 · 2024: 22 · 2023: 21 · 2022: 25 · 2021: 34 · 2020: 36 · 2019: 39 · 2018: 27 · 2017: 35 · 2016: 42 · 2015: 33 · 2014: 29 · 2013: 23 · 2012: 9
FWCI: 28.01
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Locations: Journal of Educational Psychology (publishedVersion)
PubMed (publishedVersion)
Europe PMC (PubMed Central) (acceptedVersion)
PubMed Central (acceptedVersion)
Funders: National Institute on Aging (K01-AG033182)
U.S. Department of Education (R305B090015)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Early Childhood Education and Development
Keywords: No Child Left Behind Act, standardized achievement tests, report card grades, IQ, self-control, intelligence, academic performance, homework completion, classroom behavior, junior high school students, teacher ratings, education policy

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What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades.

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