WISC and WISC-R test results were correlated with achievement test scores and school grades of 36 children who had completed two years of school. Global intelligence estimates from both scales correlated at significant levels with all achievement twt measures. Individual subtests from the two scales were unevenly correlated with grades in specific school subjects over both school years. Data suggest that while the two scales ma be grossly e uivalent as global predictors of school achievement, the indiviJual subtests %om the two scales may not correlate equivalently with specific external criteria such as school grades.

The Revised‐Children's Manifest Anxiety Scale (Reynolds & Richmond, 1978) was administered to 97 kindergarten children. Coefficient alpha reliabilities of .79 for males (N = 53), .85 for females (N = 44), and .82 for the total sample resulted. Contrary to findings with older children, no sex differences occurred in scoring on the anxiety scale. The kindergarten children generally scored higher on the anxiety scale than did older children. Lie scale scores were comparable to those of other primary grade children. Implications for use of the scale with young children are discussed.