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ERIC Number: ED234284
Record Type: RIE
Publication Date: 1983-May-10
Pages: 10
Abstractor: N/A
Reference Count: 0
The Stability and Validity of Academic Achievement.
Hotard, Stephen R.
Texts on measurement theory report many studies on the consistency of intelligence test scores, but the stability of academic achievement over the school years has never been adequately studied. To investigate the stability of achievement test scores from fourth grade to college, a random sample of 100 students was selected from a 1978 graduating class. Achievement test scores from the Scholastic Testing Service Educational Development Series were available on each subject from fourth, sixth, eighth, and tenth grade. Teacher-assigned grades, ACT scores of 37 students, and first semester college grades for 31 students were also analyzed. Results of multiple regression analyses showed that fourth grade scores were powerful predictors of tenth grade level performance, demonstrating the stability of achievement tests. Results also showed that teacher-assigned grades were limited in reliability and validity. An examination of the instability of achievement test scores for individuals from fourth to tenth grade illustrated that, in general, the closer the grade levels, the smaller the amount of variability for individuals from year to year. Findings indicate that early school functioning predicts later school functioning in a powerful manner, suggesting that remediation of deficiencies in the early grades is critical for a child's later academic progress. (JAC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southwestern Psychological Association (29th, San Antonio, TX, April 21-23, 1983).