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Valencia, Richard R. – Educational and Psychological Measurement, 1982
The McCarthy Scales of Children's Abilities (MSCA) appears to be an effective predictor of school achievement for 31 English-speaking second-grade Mexican-American children. High Pearson product-moment correlations were obtained between MSCA and the Comprehensive Tests of Basic Skills. (Author/PN)
Descriptors: Academic Achievement, Achievement Tests, Aptitude Tests, Correlation
Peer reviewed Peer reviewed
Nolan, James S.; Jacobson, James – Educational and Psychological Measurement, 1972
In general Achievement Test scores appeared to be more valid predictors of grades in English and Mathematics courses than were scores on a scholastic aptitude or general intelligence test. (Authors)
Descriptors: Achievement Tests, College Freshmen, Criterion Referenced Tests, High School Freshmen
Peer reviewed Peer reviewed
Payne, Beverly D.; And Others – Educational and Psychological Measurement, 1983
Test anxiety scores from a 15-item internally consistent instrument were correlated with performance on an aggregate science test administered to 171 fourth- and 187 eight-grade students subdivided by sex and race. The interpretation of data possibly suggest that test anxiety is operating differentially for black and white students. (Author/PN)
Descriptors: Achievement Tests, Black Students, Correlation, Elementary Education
Peer reviewed Peer reviewed
Beck, Frances Wi; And Others – Educational and Psychological Measurement, 1985
The Peabody Picture Vocabulary Test Revised (PPVT-R) and the Comprehensive Tests of Basic Skills (CTBS) (reading, mathematics, and language subtests) were administered to 61 elementary school students in semi-rural Louisiana. Moderate positive correlations were found between PPVT-R scores and all CTBS subtests except mathematics computation. (GDC)
Descriptors: Academic Achievement, Achievement Tests, Basic Skills, Comparative Testing
Peer reviewed Peer reviewed
Wolf, Frederic M.; Blixt, Sonya L. – Educational and Psychological Measurement, 1981
Results of the differences between cross-lagged panel correlations and of the consistency of them for 2,429 students within the first eight grades suggested that attitudes toward mathematics is causally predominant over mathematics achievement for what variance is shared in common. (Author/GK)
Descriptors: Academic Achievement, Achievement Tests, Attitude Measures, Elementary Education
Peer reviewed Peer reviewed
Favero, Jane; And Others – Educational and Psychological Measurement, 1979
For a sample of 152 children in grades 2 to 6, interest centered upon concurrent validity of measures of empathy and social sensitivity as conceptualized within the behavioral segment of Guilford's structure-of-intellect model and a criterion measure represented by a standardized test of academic performance. (Author/CTM)
Descriptors: Achievement Tests, Cognitive Ability, Cognitive Tests, Divergent Thinking
Peer reviewed Peer reviewed
May, Robert J., Jr.; And Others – Educational and Psychological Measurement, 1977
Seven easily obtainable background variables were used as predictors of academic achievement in a sample of fourth grade pupils. A combination of five of these variables yielded high predictive validity. (Author/JKS)
Descriptors: Academic Achievement, Achievement Tests, Demography, Elementary School Students