Three items included in the teacher–counselor rating scale are relevant to the assessment of intellectual functioning: apparent intellectual functioning, apparent intellectual ability, use of intellectual ability, and apparent ‘‘achievement motivation.’’ The results of the matched-pair comparisons on these three items are shown in Table 2. (Scores used in this comparison represent a summation of the ratings given by three raters, referred to as ‘‘index ratings.’’) Teachers’ and counselors’ judgments of the relative intellectual ability and use of ability show the same pattern as the Stanford Achievement Test comparisons: the children of deaf parents are judged to be of superior ability and performance (differences were significant beyond the 1% level for both of these items). Fewer discrepancies were found in the predicted direction for the item describing the child’s effort to achieve. Although the comparisons favor children with deaf parents in 34 of 56 observations, this proportion could have been due to chance variation in 7 of 100 sample