Let's say studies determined that the ideal intervention in math for a 7 year old scoring a 130 on the WISC-III is to have 1st & 2nd grade compressed into one year and to skip review at the beginning of the school year. In 1992, that would be ~2% of the kids needing 1st & 2nd grade math compressed. 20 years later and 7% of the kids are scoring 130 on the WISC-III, I'd contend that the compressed math would be valid for the full 7%.
IQ should be a measure not a competition.
So what do you do about the two kids who test at the same age, one on the old version one on the new. The first kid qualifies for DYS, grade skip, and/or HG magnet, the second kid qualifies for no GT programs or grade skip based on school rules. For purposes of this example, if they had each taken the same test, they would have gotten the same scores. Or similarly, a kid who gets 130 on the old test and another kid who gets 115 on the new test. Which kids are in the correct educational setting? We cannot tell based on IQ score alone.
I guess I'm more concerned for the kids who are getting the lower scores, which may not get them into programs they need.
