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Canivez, Gary L. – Psychology in the Schools, 2000
Investigates the predictive and construct validity of the Developing Cognitive Abilities Test (DCAT) in a sample of sixth grade students (N=863). Level H of the DCAT was administered during the students' sixth grade year and selected subsets of the Iowa Tests of Basic Skills were administered eight months later during the seventh grade year.…
Descriptors: Cognitive Ability, Measures (Individuals), Middle School Students, Validity
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Southard, Nancy A.; May, Deborah C. – Psychology in the Schools, 1996
The benefits of pre-first programs and grade retentions are not consistently supported in the research literature. Study investigates the short- and long-term effects of pre-first programs on students' (n=66) academic achievement in reading and mathematics. No significant differences were found in six of the eight analyses conducted, indicating…
Descriptors: Academic Achievement, Achievement Tests, Early Childhood Education, Early Intervention
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Plake, Barbara S.; And Others – Psychology in the Schools, 1980
Results of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests of the Iowa Tests of Basic Skills were analyzed for sex bias. On the whole, little evidence for sex bias was found for the four subtests and three grade levels examined. (Author)
Descriptors: Bias, Comparative Analysis, Elementary School Students, Junior High School Students
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Thompson, Bruce; And Others – Psychology in the Schools, 1978
A random sample of all sixth-grade students enrolled in a large urban school district completed the Iowa Tests of Basic Skills. The correspondence of test vectors measured by the test was analyzed. Results suggest that the ITBS does not measure exactly the same constructs across student ethnic groups. (Author)
Descriptors: Achievement Tests, Children, Comparative Analysis, Elementary Education
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Plake, Barbara S. – Psychology in the Schools, 1979
This research addresses the question of the comparability of equal scores on the same test from children in different grades. The results indicate that the scores are comparable, and support the assignment of Iowa Tests of Basic Skills levels that match the child's developmental level. (Author)
Descriptors: Children, Comparative Testing, Educational Assessment, Elementary Secondary Education