progress and had often critiqued their students' work. On this basis, the strength of the test/teacher-rating correlation (.01) is highly significant. It shows that results on Clark's Drawing Abilities Test predicted performance in the Institute's classes at a high rate of dependability.
Classes in the Institute included many two-dimensional visual arts media (such as drawing, painting, and photography) and the test/rating correlations obtained were expected. In addition, the Institute included three-dimensional classes (such as ceramics and sculpture) and classes in other art forms (such as computer graphics, theater, and dance); the significant correlations hold for these classes even though they did not draw upon the same skills and abilities a participant would use when making drawings.
TABLE 1. CORRELATIONS OF AGE, GRADE, TEACHER RATINGS, AND CLARK'S DRAWING ABILITIES TEST SCORES: N = 117
All of the correlations in Table 1 are significantly correlated at a .01 level. This is exciting because it verifies that the CDAT works effectively and efficiently to screen and identify students for possible placement into appropriate learning