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Peer reviewedWatkins, Ernest O.; Wiebe, Michael J. – Educational and Psychological Measurement, 1984
The factorial validity of the Stanford Achievement Test (SAT) was investigated with a sample of first graders (n=393). Although eight areas are proposed from the SAT, this analysis produced only one general factor. Results suggest limiting SAT interpretation for first graders to a total score approach. (Author/BS)
Descriptors: Achievement Tests, Factor Analysis, Factor Structure, Grade 1
