The Validity of Seven Easily Obtainable Economic and Demographic Predictors of Achievement Test Performance

Abstract

Involving about 850 fourth grade pupils in 11 schools of a desegragated metropolitan school district, this study examined the relationship between seven easily obtainable background variables and achievement test performance on the Comprehensive Test of Basic Skills—Battery Total (CTBS-Battery Total). A multiple correlation of .52 was obtained between a composite of seven predictors and the measure of achievement. A five-variable economic predictor model yielded a multiple correlation of .49 with the achievement measure. In a cross-classification analysis, "high," "medium," and "low" economic groups were compared with respect to achievement; significant differences (p < .01) were found for all pairs of comparisons. The "high" group represented what might be called "middle class" or "middle income" students. The mean scale score for the "high" group corresponded to the 67th national percentile. It was concluded that the assessment of instructional programs or of schools must take into account economic and background variables.

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References

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