Individual attention characteristics were compared with progress in studies of schoolchildren and with results of psychometric IQ. The evidence reads that teachers must be introduced to the results of instrumental techniques which measure attention parameters for the results in point do not coincide with their subjective estimates of children's attention. The subjectivity factor is seen in the fact that better grades both in attention description and in school subjects are received by more diligent children. It was assumed that distracted attention mainly affect nonverbal intelligent figures where as its verbal figures widely have to do with good results in studies. Thus the subjective attention evaluation made by a teacher reflects rather pupils' good results in studies than physiologically conditioned difficulty of their attention.