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Emily R. Forcht; Ethan R. Van Norman – Psychology in the Schools, 2024
The present study compared the diagnostic accuracy of a single computer adaptive test (CAT), Star Reading or Star Math, and a combination of the two in a gated screening framework to predict end-of-year proficiency in reading and math. Participants included 13,009 students in Grades 3-8 who had at least one fall screening score and end-of-year…
Descriptors: Computer Assisted Testing, Adaptive Testing, Diagnostic Tests, Screening Tests
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Goodwin, Aijah K. B.; Chen, Grace L.; Long, Anna C. J. – Psychology in the Schools, 2021
The underrepresentation of Black youth in high-achieving academic settings places significant importance on examining their daily experiences. This study investigated the relationship between school discrimination, well-being in academic settings, the risk for anxiety and depression, and school mental health help-seeking intentions. Participants…
Descriptors: Mental Health, Well Being, Help Seeking, Adolescents
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Kilgus, Stephen P.; Bowman, Nicollette A.; Christ, Theodore J.; Taylor, Crystal N. – Psychology in the Schools, 2017
This study examined the extent to which teacher ratings of student behavior via the "Social, Academic, and Emotional Behavior Risk Screener" (SAEBRS) predicted academic achievement in math and reading. A secondary purpose was to compare the predictive capacity of three SAEBRS subscales corresponding to social, academic, or emotional…
Descriptors: Rating Scales, Student Behavior, Predictor Variables, Mathematics Achievement
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Dever, Bridget V.; Dowdy, Erin; Raines, Tara C.; Carnazzo, Katherine – Psychology in the Schools, 2015
Universal screening for behavioral and emotional difficulties is integral to the identification of students needing early intervention and prevention efforts. However, unanswered questions regarding the stability of screening scores impede the ability to determine optimal strategies for subsequent screening. This study examined the 2-year…
Descriptors: Screening Tests, Emotional Disturbances, Behavior Disorders, At Risk Persons
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Marchand, Gwen C.; Furrer, Carrie J. – Psychology in the Schools, 2014
This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires…
Descriptors: Formative Evaluation, Summative Evaluation, Evaluation Methods, Reading Achievement
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Ludwig, Kristy A.; Warren, Jared S. – Psychology in the Schools, 2009
This study examined the relationship of two putative school-based protective factors--student identification with school and perceived teacher support--to psychosocial outcomes in a sample of urban youth exposed to community violence. Participants were 175 high school students ages 14-19 in grades 9-12 from a large urban school district. Results…
Descriptors: Violence, Poverty, Screening Tests, Urban Youth
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Hirsch, Fern J.; Hirsch, Steven J. – Psychology in the Schools, 1980
Investigated the utility of the Quick Test in screening for gifted students; 57 identified gifted students were administered forms of the Ammons Quick Test. This screening instrument was unable to identify 60% of the sample tested as gifted. (Author)
Descriptors: Academically Gifted, Achievement Tests, Educational Diagnosis, Gifted
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Bain, Sherry K.; Agostin, Tracy McKee – Psychology in the Schools, 1997
Identifies developmental, social skill, and problem behavior subdomains that best predict academic achievement and grade promotion or retention in the early school years. Tests of 184 students at the end of kindergarten and then one year later indicate that social skills assessment should be included in kindergarten screening packages. (RJM)
Descriptors: Academic Achievement, Child Development, Children, Grade Repetition
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Gallerani, David; And Others – Psychology in the Schools, 1982
Examined construction of different predictive models for readiness for first grade, using data from prekindergarten screening. Found 45.6 percent to 75.9 percent of the children correctly classified. Results indicate that less emphasis should be given to collecting historical screening data and that many social/emotional problems may go undetected…
Descriptors: Disability Identification, Elementary Education, Grade 1, Kindergarten Children
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Nichta, Lawrence J., Jr.; And Others – Psychology in the Schools, 1982
Evaluated the Screening Test of Academic Readiness (STAR) using a sample of 28 third graders. The third graders' scores on the Peabody Individual Achievement Test were correlated with their total STAR scores from prekindergarten testing. Results showed the STAR is a useful instrument for predicting third grade achievement. (Author/JAC)
Descriptors: Academic Achievement, Cognitive Development, Correlation, Elementary Education