The purpose of this study was to determine the relationship between 3rd grade standardized test scores and ACT Composite scores in high school. A second purpose of the study was to determine the consistency of rank within a cohort from 3rd grade to high school as measured by standardized tests. Data consisted of standardized test scores from three Michigan public school districts analyzed as distinct cohorts. Correlations were determined using various factors from three different commonly used 3rd grade standardized tests and ACT Composite scores. Multiple regressions of 3rd grade test factors were generated to yield the strongest correlations with ACT Composite scores. Strong positive correlations were found between 3rd grade standardized test scores and high school ACT Composite scores. The study also indicated consistency of individual student rank within a cohort from 3rd grade to high school. Variability of ACT Composite scores explained by 3rd grade standardized tests ranged from 55 to 90 percent. Variability of cohort rank from 3rd grade to high school ranged from 58 to 90 percent. The results of this study cast doubt on the value of using standardized tests to measure instructional effectiveness or the quality of schools.
","abstract_html":"<p>The purpose of this study was to determine the relationship between 3<sup>rd</sup> grade standardized test scores and ACT Composite scores in high school. A second purpose of the study was to determine the consistency of rank within a cohort from 3<sup>rd</sup> grade to high school as measured by standardized tests. Data consisted of standardized test scores from three Michigan public school districts analyzed as distinct cohorts. Correlations were determined using various factors from three different commonly used 3<sup>rd</sup> grade standardized tests and ACT Composite scores. Multiple regressions of 3rd grade test factors were generated to yield the strongest correlations with ACT Composite scores. Strong positive correlations were found between 3<sup>rd</sup> grade standardized test scores and high school ACT Composite scores. The study also indicated consistency of individual student rank within a cohort from 3<sup>rd</sup> grade to high school. Variability of ACT Composite scores explained by 3<sup>rd</sup> grade standardized tests ranged from 55 to 90 percent. Variability of cohort rank from 3<sup>rd</sup> grade to high school ranged from 58 to 90 percent. The results of this study cast doubt on the value of using standardized tests to measure instructional effectiveness or the quality of schools.</p>","abstract_has_math":false,"creators":["Wieman, Greg"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Open Access Dissertation","degree_discipline":"Leadership and Counseling","degree_department":null,"school":null,"contributors":["Ronald Williamson, EdD, Chair","Nelson Maylone, EdD","Jaclynn Tracy, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-01-01T08:00:00Z","date_published":"2007-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:24Z","subjects":["Academic achievement United States Evaluation","Educational tests and measurements United States Evaluation","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/58","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ronald Williamson, EdD, Chair","Nelson Maylone, EdD","Jaclynn Tracy, PhD"]},{"key":"dc:creator","label":"Author","values":["Wieman, Greg"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counseling"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic achievement United States Evaluation","Educational tests and measurements United States Evaluation","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/58"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the relationship between 3rd grade standardized test scores and ACT Composite scores in high school. A second purpose of the study was to determine the consistency of rank within a cohort from 3rd grade to high school as measured by standardized tests. Data consisted of standardized test scores from three Michigan public school districts analyzed as distinct cohorts. Correlations were determined using various factors from three different commonly used 3rd grade standardized tests and ACT Composite scores. Multiple regressions of 3rd grade test factors were generated to yield the strongest correlations with ACT Composite scores. Strong positive correlations were found between 3rd grade standardized test scores and high school ACT Composite scores. The study also indicated consistency of individual student rank within a cohort from 3rd grade to high school. Variability of ACT Composite scores explained by 3rd grade standardized tests ranged from 55 to 90 percent. Variability of cohort rank from 3rd grade to high school ranged from 58 to 90 percent. The results of this study cast doubt on the value of using standardized tests to measure instructional effectiveness or the quality of schools.
"]},{"key":"dc:title","label":"Title","values":["Third grade standardized tests as indicators and estimates of future performance on the ACT"]}]}],"canonical_facts":{"dc:contributor":["Ronald Williamson, EdD, Chair","Nelson Maylone, EdD","Jaclynn Tracy, PhD"],"dc:creator":["Wieman, Greg"],"dc:description.abstract":["The purpose of this study was to determine the relationship between 3rd grade standardized test scores and ACT Composite scores in high school. A second purpose of the study was to determine the consistency of rank within a cohort from 3rd grade to high school as measured by standardized tests. Data consisted of standardized test scores from three Michigan public school districts analyzed as distinct cohorts. Correlations were determined using various factors from three different commonly used 3rd grade standardized tests and ACT Composite scores. Multiple regressions of 3rd grade test factors were generated to yield the strongest correlations with ACT Composite scores. Strong positive correlations were found between 3rd grade standardized test scores and high school ACT Composite scores. The study also indicated consistency of individual student rank within a cohort from 3rd grade to high school. Variability of ACT Composite scores explained by 3rd grade standardized tests ranged from 55 to 90 percent. Variability of cohort rank from 3rd grade to high school ranged from 58 to 90 percent. The results of this study cast doubt on the value of using standardized tests to measure instructional effectiveness or the quality of schools.
"],"dc:identifier":["https://commons.emich.edu/theses/58"],"dc:subject":["Academic achievement United States Evaluation","Educational tests and measurements United States Evaluation","Educational Leadership"],"dc:title":["Third grade standardized tests as indicators and estimates of future performance on the ACT"],"thesis:degree_discipline":["Leadership and Counseling"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:16:24Z"}