The Relationship Between the Virginia Standards of Learning Tests and the New PSAT/NMSQT

This study examined the relationships between the SOL End-of-Course Reading and Writing tests and the new PSAT/NMSQT Verbal and Writing tests. The PSAT/NMSQT Writing tests were administered for the first time in October 2004. Two linear regression analyses were utilized, with PSAT/NMSQT Verbal and writing scores, gender, race, and special education as the independent variables, and SOL End-of-Course Reading and Writing scores as the dependent variables. Additionally, two logistic regression analyses were employed with the same variables to predict whether or not a student would pass the SOL End-of-Course Reading and Writing tests. Results indicated that the PSAT/NMSQT Verbal and Writing scores accounted for the bulk of the variance in the SOL Reading and Writing scores. Special education students were predicted to have much lower scores than their non-special education counterparts. Gender and race contributed the least to the regression analyses. With the emphasis on scientifically-based research, this study could be utilized to develop remediation programs for students predicted to fail the SOL tests. Further research is warranted using additional variables, such as GPA, socio-economic status, and a wider variety of race.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Department of Foundations

Year dc:date.available

2006

Author dc:creator

• McKelvey, Susan P.

Contributors dc:contributor

• Dr. James McMillan

• education
• student
• accountability
• standardized test

Statement dc:rights

• © The Author

Identifier

https://scholarscompass.vcu.edu/etd/739

OAI identifier oai:identifier

oai:scholarscompass.vcu.edu:etd-1738