Date of Graduation
2004
Document Type
Dissertation/Thesis
Abstract
This study examined the relationship between standardized test instruction programs and Stanford Achievement Test Edition Nine scores. To examine this relationship, total basic skills scores were obtained from a selected high school's class of 2003–2004 as well as total basic skills score means from four other counties' classes of 2003–2004. The data set contained 131 total basic skills scores per grades eight through eleven from the selected high school and a total basic skills score mean from the seventh grade of those students and total basic skills score means from grades 7–11 from the class of 2003–2004 from two high schools with standardized instruction programs and from two high schools without standardized instruction programs. Some significant relationships were found for the eighth grade between the selected high school and school number two without an instructional program for improvement and between the selected high school and school number one with a program. Significances for the ninth grade were found between the selected high school and schools one and two with a program for improvement. Significances also were found between the tenth grades of the selected high school and school number two with a program. For the eleventh grade, significances were found between the selected high school and school number two with a program and the selected high school and school number two without a program.
Recommended Citation
Marsh, Teresa R., "The relationship between standardized test improvement instruction and Stanford Nine Achievement Test Scores." (2004). Graduate Theses, Dissertations, and Problem Reports. 9358.
https://researchrepository.wvu.edu/etd/9358