No significant body of research examines writing achievement and the specific skills and knowledge in the writing domain for postsecondary (college) students in the U.S., even though many at-risk students lack the prerequisite writing skills required to persist in their education. This paper addresses this gap through a novel…

Standardized measures are often used as an index of students' reading comprehension and scores have important implications, particularly for students who perform below expectations. This study examined secondary-level students' patterns of responding and the prevalence and impact of non-attempted items on a timed, group-administered,…

Percentile scores for Vancouver students in grades 9, 10, 11 and 12 on the AAHPER Cooperative Physical Education Tests are presented. Two of the six forms of the tests were used in these administrations. Every form consists of 60 multiple-choice questions to be completed in 40 minutes. A single score, based on the number of questions answered…

Data available from the Fall and Spring administration of the Stanford Achievement Test: Intermediate I: Form X and the Otis-Lennon Mental Ability Test for all Title I pupils in the State of New Hampshire plus a random sample for the entire state, made possible the item-by-item comparison of Fall and Spring performance on the same groups of…

The ability to correctly answer reading comprehension test items, without having read the accompanying reading passage, was compared for third grade learning disabled students and their peers from a regular classroom. In the first experiment, fourteen multiple choice items were selected from the Stanford Achievement Test. No reading passages were…