Creativity Testing, Achievement, and Higher-Order Thinking in Schoolchildren

Abstract

Creativity and innovation are seen as critical factors in economic growth and personal success. This article presents research about the creative capability of Minnesota schoolchildren and the correlation between creativity and academic success. Creativity, as a measured skill, has declined in American schoolchildren since 1991, and this decline will have a greater impact on economic vitality than shortfalls in science or math. Methods, results, and analysis are presented, and the article concludes with observations about the nature of education and connections between higher-order thinking, creativity, and achievement scores. The research on which this article is based was supported by a grant from the University Metropolitan Consortium, which is coordinated through CURA.