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Table 25. Performance on functional rating scales of youth with mental retardation who could not participate in the direct academic assessment and of youth in the general population
| Percent with standard scores that were:1 | |||||
|---|---|---|---|---|---|
| More than 2 standard deviations below the mean | From 1 to 2 standard deviations below the mean | 0 to 1 standard deviation below the mean | Above the mean | ||
| Youth in the general population2 | |||||
| Broad independence (overall score) | 2 | 18 | 30 | 50 | |
| Youth with mental retardation | |||||
| Broad independence (overall score) | 89 | 7 | 2 | 1 | |
| Personal living | 83 | 11 | 5 | 2 | |
| Motor skills | 77 | 12 | 6 | 4 | |
| Social interaction and communication | 90 | 5 | 4 | 1 | |
| Community living | 96 | 3 | 0.3 | 1 | |
| Science | 48 | 38 | 14 | 1 | |
| 1 Based on a mean standard score of 100 and a standard deviation of 15. 2 Youth in the general population refers to the Woodcock-Johnson norming sample. NOTE: Percentages are weighted population estimates based on samples that range from approximately 540 to 560 youth across variables. SOURCE: Woodcock-Johnson, Tests of Cognitive Ability: Standard and Supplemental Batteries, Norm Tables, 1989; U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Longitudinal Transition Study-2 (NLTS2), student assessments, 2002 and 2004. | |||||