January 14, 1937, was the date of I's first examination, at the age of 7 years 7 months, and her Stanford-Binet IQ was 184.
In September, 1937, at the age of 8 years 3 months, she was given Intelligence Examination CAVD, Levels H-M. Her score was 361 points. The comment recorded by the examiner (Leta S. Hollingworth) is: "Median seventh-grade child is close to this mark." Child I had at this time just come from a school in which she had been placed in the third grade.
Records are available of several achievement tests Child I took at different dates. Representative results are to be found in two Stanford Achievement tests given in December, 1937, and in June, 1938. In the first of these she averaged an age rating of 12-3 and a grade of 6.3; in the second, her age rating was 13-5 and her grade 7.6. In six months she had advanced a year and two months in Educational Age and had made a similar advance in grade status. The following table gives the detailed results of these two examinations.
AGE AGE GRADE GRADE SUBJECT DECEMBER, JUNE DECEMBER, JUNE, 1937 1938 1937 1938
Paragraph Meaning 13-7 15-8 7.8 9.7 Word Meaning 12-11 15-4 7.2 9.3 Dictation 9-11 11-7 4.1 5.7 Language 14-4 15-4 8.4 9.3 Literature 11-11 15-6 6.1 9.5 History and Civics 13-1 13-7 7.4 7.8 Geography 12-4 14-8 6.6 8.7 Physiology and Hygiene 12-11 13-5 7.2 7.6 Arithmetic Reasoning 11-8 11-3 5.8 5.4 Arithmetic Computation 10-5 11-0 4.4 5.1
Child I left this experimental school a year after admission, when her father was appointed to a position in another state, to which the family moved. In the new school she was placed in the fifth grade, on the ground that she might make better social adjustments there, although her achievements were clearly already better than those of average sixth-grade pupils. It is unfortunate that no follow-up of this child has been possible. Her record and the variety of her abilities were striking. She was one of the most outstanding and best-liked pupils in the group at Speyer School. In addition to her remarkable intelligence she possessed desirable supporting traits which led the teachers to predict that she might "go farther" than any other child in the selected group of fifty "rapid learners."