Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award


Document Type


Degree Name

Doctor of Education (Ed.D.)


Graduate Studies

First Advisor

Mari G. Irwin

First Committee Member

B. H. Hopkins

Second Committee Member

Marjorie Bruce

Third Committee Member

B. Jean Longmire

Fourth Committee Member

Estelle Lau


The problem of this study was to investigate the construct and short-term predictive validity of the Leiter International Performance Scale (LIPS) for an international population of middle school students in an overseas school. The 141 subjects were 13, 14, and 15 year old students from many nations who came to Kuala Lumpur, Malaysia with their parents who were professionals, highly skilled technologists, and foreign embassy employees.

The sample represented 15 nations and was functionally divided into four groups: (Group A) Australia, Canada, New Zealand, the United Kingdom, the United States; (Group B) Denmark, Germany, the Netherlands, Norway, and Sweden; (Group C) Malaysia, Thailand, and Vietnam; and (Group D) Japan and Korea. The LIPS and Iowa Test of Basic Skills were administered to the sample in the Spring Semester.

No significant differences existed between mean IQ scores for the four sample groups. Males scored significantly higher than females on the LIPS. The LIPS and math achievement were significantly correlated for each sample group. Reading achievement was significantly correlated with the LIPS for Group A, Group c, and Group D.

The LIPS was recommended as a valid intelligence instrument for an international population similar to the sample. The LIPS yields valid predictions for math achievement, even for non-English-dominant students in an international school.