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Direct linkChard, David J.; Stoolmiller, Mike; Harn, Beth A.; Wanzek, Jeanne; Vaughn, Sharon; Linan-Thompson, Sylvia; Kame'enui, Edward J. – Journal of Learning Disabilities, 2008
Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students…
Descriptors: Reading Difficulties, Reading Fluency, Standardized Tests, Predictor Variables
Peer reviewedBracey, Gerald W.; Blackburn, James C. – College and University, 1990
Two differing opinions about the value of the Scholastic Aptitude Test (SAT) in college admissions address these topics: over-reliance on the test as a predictor of student success; omission of some students' scores from institutional profiles; effects of abolition of the test; and admissions officer understanding of psychometrics. (Author/MSE)
Descriptors: Administrator Attitudes, Administrator Qualifications, Admissions Officers, College Entrance Examinations
Webb, Mel – 1984
A study was conducted at Florissant Valley Community College (FVCC) to compare three standardized tests--the Iowa Silent Reading Test (ISRT), the Nelson-Denny Reading Test (NDRT), and the Stanford Diagnostic Reading Test (SDRT)--for use in assessing student reading skills. The study population of 402 students included 216 students who agreed to…
Descriptors: Community Colleges, Grades (Scholastic), Predictive Validity, Reading Achievement
Peer reviewedWambach, Cathrine; Brothen, Thomas – Journal of Developmental Education, 1990
Contends that the high probability of error in placement decisions based on high school records and standardized test scores delays the academic development of many students placed unnecessarily in mandatory skill development programs. Advocates skills assessment based on current classroom performance. (DMM)
Descriptors: Academic Achievement, College Students, Developmental Studies Programs, Educational Diagnosis
Peer reviewedHudson, J. Blaine; And Others – NACADA Journal, 1993
A study analyzed scores on placement tests and academic performance of over 1,800 first-year students at an urban public university. Results indicate that basic skills placement tests measured academic preparation more accurately than the American College Testing program and that standardized and local tests showed only moderate reliability,…
Descriptors: Academic Achievement, Academic Advising, College Freshmen, College Preparation
Download full textBurnham, Brian; And Others – 1987
The York Region Board of Education in Ontario, Canada, screens students for giftedness in grade 3. This report analyzes data produced in the 1986-87 screening procedure, involving approximately 3,400 students. The report begins with a review of procedural changes that were designed to make the screening more effective and efficient than earlier…
Descriptors: Ability Identification, Comparative Analysis, Educational Diagnosis, Foreign Countries
Peer reviewedRugsaken, Kris T.; Robertson, Jacqueline A.; Jones, James A. – NACADA Journal, 1998
A study investigated the usefulness of the Learning and Study Strategies Inventory in predicting college students' academic performance, focusing on whether the scores enhance the accuracy of traditional predictors such as college entrance examinations and high school rank. Results indicate the scores produce a slight but not significant increase…
Descriptors: Academic Achievement, Academic Advising, Class Rank, College Bound Students
Grulick, Lawrence E. – 1986
A study was conducted at Florence-Darlington Technical College (FDTC) in South Carolina to assess the college's admissions testing program through a review of the current literature on placement testing and a statistical study comparing currently employed instruments, i.e., the Career Planning Program (CPP) test and the Scholastic Aptitude Test…
Descriptors: Academic Achievement, College Entrance Examinations, Comparative Analysis, Educational Testing
Zorn, Jeffrey L. – 1983
Although by traditional measures of test validity, the verbal section of the Scholastic Aptitude Test (SAT) is not culture biased, it, along with the English Composition Test and the Test of Standard Written English, reinforces a narrow view of academic excellence that excludes culturally different youths. Designed to prevent admission errors, the…
Descriptors: Academic Achievement, Achievement Tests, Admission Criteria, Aptitude Tests
Jenkins, Bess G. – 1991
In response to a legislative requirement, Redlands Community College (RCC) initiated a requirement in 1991 for students to take the Assessment of Skills for Successful Entry and Transfer (ASSET) test. The only exemptions were for those students enrolling in fewer than 6 hours of classes and not taking either English Composition or a college-level…
Descriptors: Community Colleges, Developmental Studies Programs, Educational Testing, High Risk Students
Grulick, Lawrence Edward – 1987
In fall 1986, a study was conducted at Florence-Darlington Technical College (South Carolina) to measure the reliability and validity of the TEC-MAT, a newly developed entrance test. The TEC-MAT instrument, a criterion-referenced test consisting of 100 items assessing numerical skills, was field tested among a group of entry-level freshmen already…
Descriptors: Achievement, College Entrance Examinations, Community Colleges, Comparative Analysis
Sticht, Thomas G. – 1990
This document expands upon the discussion of standardized tests in federal legislation and Department of Education rules and regulations, in order to guide practitioners in using these tests and alternative assessment methods more wisely. Amendments of 1988 that address the uses of standardized tests, the federal regulations that implement the…
Descriptors: Accountability, Adult Basic Education, Adult Education, Competency Based Education
