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Nagle, Richard J. – Educational and Psychological Measurement, 1979
A sample of 176 first-grade children was tested on the Metropolitan Readiness Tests, 1976 Edition (MRT), during the initial month of school and was retested eight months later on the Stanford Achievement Test. Results demonstrated substantial validity of the MRT for predicting first-grade achievement. (Author/CTM)
Descriptors: Academic Achievement, Achievement Tests, Elementary School Mathematics, Grade 1
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Klein, Alice E. – Educational and Psychological Measurement, 1979
The ability of the Stanford Early School Achievement Test (SESAT) to predict scores on the Stanford Achievement Test (SAT) was assessed, using pupils in grades 1 and 2 from a large midwest suburban school district. Observed SESAT-SAT correlations ranged from .257 to .723. Author/CTM)
Descriptors: Achievement Tests, Correlation, Grade 1, Grade 2
Peer reviewed Peer reviewed
Klein, Alice E. – Educational and Psychological Measurement, 1979
The latest revision of the Stanford Achievement Test (SAT), Primary Battery I, consists of seven subtests combined to yield three subtotal scores and one Total Battery score. A factor analysis was performed on the SAT-I scores of 927 beginning second-grade pupils. The analysis showed two correlated factors. (Author/CTM)
Descriptors: Achievement Tests, Factor Analysis, Grade 2, Primary Education
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Sachar, Jane; Suppes, Patrick – Educational and Psychological Measurement, 1980
The present study compared six methods, two of which utilize the content structure of items, to estimate total-test scores using 450 students and 60 items of the 110-item Stanford Mental Arithmetic Test. Three methods yielded fairly good estimates of the total-test score. (Author/RL)
Descriptors: Content Analysis, Correlation, Item Analysis, Item Sampling
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Dossey, John A.; Jones, Marilyn Doran – Illinois School Research and Development, 1980
The computation, concept, and application subtests of the Stanford Achievement Tests (SAT) were administered to a student sample during grades 3, 5, and 7. The efficiency of earlier scores and Otis Lennon Mental Ability Test scores in predicting seventh-grade SAT math scores was examined and found to be weak. (SJL)
Descriptors: Achievement Tests, Aptitude Tests, Computation, Elementary Education
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Speigel, Mona R.; Bryant, N. Dale – Journal of Educational Psychology, 1978
Mean response times and slope of response times were correlated with intelligence and achievement for 94 sixth-graders. Mean response time reliability was greater than that of slope, and correlated significantly with IQ and achievement. Speed of processing information generalized across experimental tasks and reliably indicated intellectual…
Descriptors: Academic Achievement, Cognitive Processes, Cognitive Style, Difficulty Level
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Williamson, Wayne E. – Journal of Learning Disabilities, 1979
The Stanford Achievement Test (SAT), 1973 edition, was administered concurrently with the Wide Range Achievement Test (WRAT), level 1, to 296 neurologically impaired and emotionally handicapped students to validate the WRAT (using the SAT as a criterion). (PHR)
Descriptors: Emotional Disturbances, Exceptional Child Research, Neurological Impairments, Test Validity
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Steinbauer, Erika; Heller, Marc S. – Psychology in the Schools, 1978
Second- and third-graders (N=94) from a suburban New Jersey school who had taken the Boehm test of Basic Concepts as kindergartners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area were then correlated with the Boehm Test scores. (Author)
Descriptors: Academic Achievement, Children, Concept Formation, Elementary Education
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Moers, Fran; Harris, Jerry – Psychology in the Schools, 1978
First-grade students were administered the Boehm Test of Basic Concepts (BTBC), then given 15 weeks of instruction relevant to concepts for which corresponding BTBC items were most frequently missed. Improvements in mid-year and end-of-year BTBC performance did not occur, but a significant treatment effect did occur on the Stanford Achievement…
Descriptors: Ability Identification, Academic Achievement, Educational Diagnosis, Elementary Education
Peer reviewed Peer reviewed
Jensema, Carl – American Annals of the Deaf, 1978
Considered are limits of accuracy in the frequent administration of standardized achievement tests for deaf students. (Author/CL)
Descriptors: Academic Achievement, Achievement Tests, Deafness, Hearing Impairments
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Merrifield, Philip; Hummel-Rossi, Barbara – Educational and Psychological Measurement, 1976
The nine subtests of the Stanford Achievement Test were factor analyzed for a sample of two twenty-six eighth grade students. The first factor dominated the analysis with no other factor accounting for any substantial variance. Tables are presented and implications discussed. (JKS)
Descriptors: Achievement Tests, Factor Analysis, Standardized Tests, Validity
Hummel-Rossi, Barbara – New Directions for Testing and Measurement, 1981
Close monitoring and warm encouragement by teachers in a structured setting appear to provide the most conducive learning situation. Students' 8th- and 10th-grade performances are studied, measured by their aptitude and their treatment by teachers. Aptitude patterns vary markedly within teacher treatment. (CM)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Grade 10, Grade 8
Peer reviewed Peer reviewed
Glazzard, Peggy; And Others – Educational and Psychological Measurement, 1982
The Kindergarten Teacher Rating Scale is shown to be a valid predictor of first-grade reading achievement in a study of predictive validity and classification accuracy. The scale's success in explaining the variance in first-grade reading scores and correctly classifying students is compared to that of reading readiness tests. (Author/CM)
Descriptors: Early Childhood Education, Measurement Techniques, Predictive Validity, Rating Scales
Calvery, Robert; And Others – 1993
The purpose of this study was to determine if the Saxon Mathematics series produced gains in math achievement of elementary school students. Mathematics achievement was assessed for 190 students in the Southside School District No. 3, Batesville, Arkansas, using the Stanford Achievement Test Eighth Edition during April 1992 and April 1993. There…
Descriptors: Comparative Analysis, Course Content, Elementary School Students, Grade 2
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