Third grade standardized tests as indicators and estimates of future performance on the ACT

<p>The purpose of this study was to determine the relationship between 3^rd 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^rd 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^rd 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^rd grade standardized test scores and high school ACT Composite scores. The study also indicated consistency of individual student rank within a cohort from 3^rd grade to high school. Variability of ACT Composite scores explained by 3^rd grade standardized tests ranged from 55 to 90 percent. Variability of cohort rank from 3^rd 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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Leadership and Counseling

Year

2007

Author dc:creator

• Wieman, Greg

Contributors dc:contributor

• Ronald Williamson, EdD, Chair
• Nelson Maylone, EdD
• Jaclynn Tracy, PhD

• Academic achievement United States Evaluation
• Educational tests and measurements United States Evaluation
• Educational Leadership

Repository record dc:identifier

https://commons.emich.edu/theses/58

OAI identifier oai:identifier

oai:commons.emich.edu:theses-1057