Reported are four studies resulting from achievement testing activities from 1971 to 1973 with approximately 17,000 hearing impaired students from under 6 to over 21 years of age. The first study reports the relationships between selected achievement test scores (Paragraph Meaning and Arithmetic Computation subtests) and the following variables:…

Item analysis was made of results of a national achievement testing program of nearly 19,000 primary and secondary school hearing impaired students enrolled in special educational programs in the Spring of 1971. Testing instrument was the Stanford Achievement Test Series (Form W). Individual test items or descriptions of the academic information…

This report is part of a 4-year study of prekindergarten and kindergarten children designed to provide data predictive of children's school achievement. A total of 109 boys and girls were given the Complete Assessment Battery, Metropolitan Readiness Tests (MRT), and the California Short-Form Test of Mental Maturity at the end of kindergarten or in…

Results of three studies based on Stanford Achievement Test data collected during the National Achievement Testing Program for Hearing Impaired Students in Spring, 1971 are reported. Compared in the first study are performance patterns of hearing impaired students on the Intermediate I and Advanced batteries with patterns of hearing…

An analysis of SAT-9 scores since passage of Proposition 227 indicates that scores increased for all students, not just for English-learning students; scores increased for most districts regardless of the programs implemented; it was not possible to isolate the impact of Proposition 227; and SAT-9 is not an appropriate measure for assessing…

The potential of a cognitive model task analysis scheme (CMS) that specifies features of test problems shown by research to affect performance is explored. CMS describes the general skill area and the generic task or problem type. It elaborates features of the problem situation and required responses found by research to influence performance.…

An attempt was made to determine what factors relate to achievement in language arts, mathematics, and certain attitudes in an individualized programmed instruction school. A total of 87 fifth grade pupils were tested both in the Fall and Spring using the Commonwealth of Pennsylvania's Pennsylvania Questionnaire and the Stanford Achievement Test.…

This report summarizes the results of the 1984 and 1985 administrations of the following tests in Hawaii: (1) the grade 8 Stanford Achievement Test (SAT), Advanced Level, 6th edition, of the Vocabulary, Reading Comprehension, Spelling, and Language Subtests; and (2) the grade 10 Stanford Test of Academic Skills (TASK), Level 1, 6th edition of the…

American school officials almost invariably compare local and national achievement through one of the following norm-referenced tests: (1) the California Achievement Test; (2) the Stanford Achievement Test; (3) the Metropolitan Achievement Test; (4) the Science Research Associates Test; (5) the Comprehensive Test of Basic Skills; and (6) the Iowa…

A study using the static-group research design was performed comparing the raw standardized Stanford 9 high stakes test scores of career and technical education (CTE) students with those of other students while controlling for extraneous variables such as learning styles, special populations, gender, race, and ethnicity. Two thousand high school…