The Future of Intelligence Testing in the Schools

One needs only to peruse the articles in this issue of the School Psychology Review to recognize how far our theories of intelligence and its measurement have progressed since the days of Binet, Spearman, and Wechsler. On the other hand, one needs only to review studies of contemporary service delivery (Reschly, Genshaft, & Binder, 1987; Wilson & Reschly, 1996) to recognize how little of that journey is reflected in the daily assessment practices of many school psychologists. Thus, it is essential that discussions of the future of intelligence testing differentiate the evolution of theory and research from trends in clinical (school-based) practice.