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ERIC Number: ED451284
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
A Comparison of Stanford Achievement Test (SAT-9) Performance across Grade, Gender, Ethnicity, and Educational Program Placement.
Sanchez, Kathryn; Kellow, Tom; Ye, Renmin
This study compared Stanford Achievement Test (SAT-9) academic subtest scores by students' grade, gender, and ethnicity and across different educational programs (e.g., Title I and special education). The study sample consisted of 144,701 students from public schools in a large city in the Southwest United States (grades 1-11). Raw data were taken from seven subject areas, and normal curve equivalents from these seven areas were selected as data elements. Students' information and academic scores were obtained from the same schools. Data analysis indicated that there were significant differences between scores by gender and ethnicity in all grades. Generally, female students' scores were significantly higher than male students' scores, especially in reading, language, and spelling. Females had higher math scores until grade 9. Male students had higher science scores. Across all grades, there were differences among ethnic groups. White and Asian students had higher scores than black and Hispanic students. SAT-9 scores differed significantly by program and subtest. The Texas Assessment of Academic Skills (TAAS) was selected to measure academic achievement. The results indicated that the prediction rates of TAAS by SAT-9 in reading and math were substantial. The prediction rates of science and social studies were lower. (Contains 10 references.) (SM)
Publication Type: Numerical/Quantitative Data; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests