Determining basals for the peabody individual achievement test

The appropriateness of the starting points for PIAT subtests as suggested by the test authors was investigated. For a sample of 113 subjects with an average WISC-R Full Scale IQ of 98, there was an average difference of nearly 8 points between the suggested starting points for the Mathematics subtest and the actual basals. The difference between suggested starting points and basals for the other subtests ranged from 8 to 12 points. It was suggested that the PIAT user start each subtest approximately 8 items below that suggested by the Manual.     

A comparison of the peabody individual achievement test,the metropolitan achievement test,and the otis-lennon mental ability test

In order to clarify the concurrent validity of the Peabody Individual Achievement Test (PIAT) and the Metropolitan Achievement Test (MAT), product-moment correlations were computed for all subscores and total scores for 26 normal-range public school third-grade girls and boys. The reading comprehension subtests correlated.81, spelling.88, and PIAT Mathematics with MAT Total Math.64. Correlations were computed for the Otis-Lennon Mental Ability Test and the PIAT General Information subtest as.77, and the Otis-Lennon and the PIAT Total Test scores as.79. Concurrent validity of the PIAT with both tests is tentatively considered adequate except in the area of mathematics, in which the PIAT, relative to the MAT, appears to be reflecting ability to handle math concepts (.68) more accurately than math computation (.41) or math problem solving (.56). Correlations with IQ partialed out suggest the PIAT Total Test, and PIAT and MAT reading and spelling measures, are relatively uninfluenced by IQ variations, whereas with IQ held constant, the weak positive correlations between the PIAT and MAT math subtests became essentially random relationships.     

The concurrent validity of the peabody individual achievement test relative to the KeyMath diagnostic arithmetic test among adolescents

To investigate the concurrent validity of the Peabody Individual Achievement Test and the KeyMath Diagnostic Arithmetic Test, both instruments were administered to 171 adolescents. Math scores on the Peabody Individual Achievement Test were correlated with all scores on the KeyMath Diagnostic Arithmetic Test. Partial correlation coefficients were computed according to age, sex, race, IQ, and total group. The presence of relatively high and positive partial correlations between the scores supported the concurrent validity of the instruments.     

The concurrent validity of the peabody individual achievement test and woodcock reading mastery tests among students with mild learning problems

Previous research has revealed moderate to high validity coefficients between the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. However, the same research has indicated rather consistently that the latter instrument provides significantly lower means than do several screening tests currently being used in the field. This investigation replicated and extended previous research by comparing the two instruments across three grade clusters in order to determine whether the lower Woodcock scores are equally robust for each level. As in prior research, validity coefficients were moderate to high in magnitude. However, the differences between the means of two instruments were found to decrease in size from earlier to later grades. That is, seven of the eight significantly different means were found to occur in grades 1 through 4. Only one significant difference was found for grades 5 through 8. Discussion sought to explain the results in terms of the representativeness of the Woodcock norms and the novel method that Woodcock used to estimate sample means and standard deviations.     

An operational definition of learning disabilities (cognitive domain) using WISC full scale IQ and peabody individual achievement test scores

An operational index of discrepancy to assist in identifying learning disabilities (LD) in the cognitive domain was derived using the Full Scale IQ, Wechsler Intelligence Scale for Children (Wechsler, 1949, and relevant subtest scores on the Peabody Individual Achievement Test (PIAT) (Dunn and Markwardt, 1970. The index was applied to all legally identified LD children (N = 60) of a Michigan county who were in the LD program (1% of the total elementary school population of 6000 children). Of the 50 males and 10 females (mean age: 9 years 2 months; mean IQ: 91), the index identified 74% and 30% respectively as may be LD in the cognitive domain. This comprised 67% of the 60 children, or 2/3 of 1 % of the total elementary school population. Of the 67% may be LD children, 93% had discrepancy low PIAT subtest scores in Reading Recognition, 88% in Reading Comprehension, 83% in Spelling, and 52% in Arithmetic. Considerable caution should be exercised when classifying children, especially females, as LD.     

Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics,reading, and science

Educational Assessment, Evaluation and Accountability - The paper uses data from the combined TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International...     

Prediction of academic achievement with the McCarthy screening test and metropolitan readiness test

There is a need for accurate, efficient assessment of children's readiness, to provide information concerning strengths and weaknesses of children and to identify those children who may be at risk for school failure. This necessitates determining the relative usefulness of instruments in predicting later school achievement. This study examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness at the end of kindergarten and achievement at the end of first grade. Eighty-eight children were screened upon entering kindergarten, using the MST. As a measurement of academic readiness, the MRT was administered at the end of kindergarten, and the Scott and Foresman Achievement Test (SFAT) was administered at the end of first grade as a measure of achievement. Regression analyses indicated that the MST significantly predicted children's scores on the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT.     

Cultural capital: strengths,weaknesses and two advancements

In this paper I discuss two weaknesses in Bourdieu’s work on cultural capital, both of which are related to his integration of the multidimensional nature of social space in different domains of life: social mobility, lifestyle differentiation, and political orientation. First, there is an anomaly between the work on social mobility and on lifestyles. Multiple dimensions of social origin (cultural and economic capital) are related to uni‐dimensional outcomes (e.g. schooling levels), whereas it would be more appropriate to study multidimensional schooling outcomes too. Secondly, although Bourdieu sees a close resemblance in the type of resources affecting lifestyle preferences and political orientations, I argue that these outcomes are affected by two different types of resources: cultural and communicative resources. Proposals for progress, including a review of the empirical results supporting these, are given.     

The effect of individual goal-setting conferences on academic achievement and modification of locus of control orientation

The study was designed to investigate the effects of individual goal-setting conferences on classroom achievement and locus of control orientation. Subjects were blocked on sex and previous achievement and randomly assigned to one of three treatment groups: the goal-setting (GS) group, which received weekly individual goal-setting conferences; the conference (Cf) group, which received weekly individual conferences but set no goals; and the control (C) group, which received no conferences. Analyses of the data showed a significant treatment effect for achievement across treatment groups, with the GS group having significantly higher achievement than the Cf and C groups. Treatment effect across locus of control measures across treatment groups was less clear, although post hoc analyses indicated that the GS group was significantly more internal than either the Cf or C groups on the three intellectually oriented measures.     

Bilingualism and academic achievement

Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in kindergarten, Mixed Bilingual children fully closed the math gap with their White English Monolingual peers by fifth grade. However, because non-English-Dominant Bilinguals and non-English Monolinguals started kindergarten with significantly lower reading and math scores compared to their English Monolingual peers, by fifth grade the former groups still had significantly lower scores. School-level factors explained about one third of the reductions in the differences in children's academic performance.     

Examining the impact of capital on academic achievement

While a growing body of literature on education production looks at the impact school inputs have on academic achievement, virtually no research is examining the impact capital is having on academic achievement. In this study, we take an initial step towards that end. By using school districts' level of bond indebtedness as a proxy for capital, we find evidence that capital stock does affect academic achievement. In light of these findings along with the general lack of research on capital inputs, we conclude that capital expenditures should be given greater attention in future research.     

Analysis of strengths and weaknesses in current research in science education

Research in science education has promise when it is relevant, is adequately conceptualized, and has sound methodology.     

Comparison of the peabody picture vocabulary test-revised and the McCarthy screening test

The relationship between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Screening Test (MST) was investigated with a sample of 39 Caucasian children from a semirural, Northeastern Ohio school district. The sample consisted of 23 males and 16 females, whose mean age was 62.3 months. Pearson product moment correlations were obtained between the measures, and correlated t-tests were completed. All of the subtests of the MST, excluding Numerical Memory and Leg Coordination, correlated positively and significantly with the PPVT-R. Discussion regarding the relationship found between the MST and the PPVT-R and that previously found between the McCarthy Scales of Children's Abilities (MSCA) and the PPVT-R is presented.     

Peer priorities and the impact of academic achievement

The relationship between level of academic achievement and student self-concept was investigated. Based upon recent hypotheses concerning sex differences in the priority of academic accomplishments, it was predicted that the self-concept of older males and younger females would be most strongly influenced by the level of academic competence. This hypothesis was supported only for the male group. It was argued that younger males rather than older females were most debilitated by sex-role stereotypes.