Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests
School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, Curriculum and Instruction; Education, General; Education, Tests and Measurements
correlation, Math and Reading, Otis-Lennon School Ability Test, predict performance, Stanford Achievement Test, Texas Assessment of Knowledge and Skills
State-mandated testing programs are more prevalent and have greater implications for public school systems since the passing of the No Child Left Behind (NCLB) Act of 2001 and the implementation of standards-based reform practices. The 331 grade 7 students involved in this correlation research endeavor all attended a public middle school in Texas. One evaluated and analyzed fall 2007 Stanford 10 Achievement Test and Otis-Lennon School Ability Test (8th edition) results, and spring 2008 Math and Reading Texas Assessment of Knowledge and Skills (TAKS) scale scores to determine the statistical significance and strength of the relationship and whether or not a predictive-based relationship existed. The four different research questions were examined and all revealed a positive and significant correlational and predictive relationship between TAKS Reading and Math and both the Stanford 10 Achievement Test and the Otis-Lennon School Ability Test. The resulting predictive relationship between these assessments provides the research study school district and other school systems with an additional diagnostic tool to direct classroom instructional practices and offer areas of strengths and weaknesses as students prepare for state criterion-referenced tests.