Closing the achievement gap in public education is a worthy goal that has been included as a top priority in the No Child Left Behind Act of 2001 (2002). This study analyzed the most salient predictors at the student and school levels to identify their long-term impact on mathematics achievement from the elementary grades to high school. The…

The authors investigated the extent to which taking specific types of Advanced Placement (AP) courses and the number of courses taken predicts the likelihood of passing subject benchmarks and earning a score of 19 on the composite score on the ACT test, and examined the role gender plays in the projection. They found evidence that taking an AP…

This report is of two studies. One is on developing a refined combination of predictors including ability, likability," and motivation"; the other is aimed at validating this multiple regression equation against actual school achievement. (Author)

A comparison of the Quick tests with longer tests showed that the short Quick tests were likely to provide as much information of reliable and independent predictive value as longer tests. (AN/Authors)

Evaluation of a model of the dynamics of cumulative achievement, used to develop an instrument for predicting scholastic achievement, suggests that, while the instrumentation needs to be improved, reliability of the model-based approach warrants further work. (MJB)

The KDP scale was found to be ineffective as a predictor of Ss' contacts with law enforcement agencies but of some use in predicting school social adjustment and reading achievement. (Editor)

Six tests of abilities and attitudes related to early reading achievement were administered to first graders in a rural setting. Scores from the Metropolitan Achievement Test were used as criterion measure of the predictive powers of the tests. Test effectiveness and value are discussed. (Author/DF)

A multivariate investigation of the dynamics of cumulative achievement studied the influence of course grades, personality traits, environmental variables, and previous performance. The latter was the best single predictor of performance. (CJ)

An expectancy model for predicting academic achievement was found to be a potentially useful tool for understanding factors that influence effort and performance. (MM)

Tests indicated that kindergarten children with impulsive conceptual tempos performed significantly lower on several measures of achievement and reasoning ability than did children with reflective tempos. (Editor)

In the case of success-failure predictions, approximately 75 percent of those predicted to succeed did and 51 percent of those predicted to fail failed. (Editor)

The Cooperative School and College Ability Test (SCAT) was found to be the best overall predictor of cumulative grade point average and success in professional education courses. (MM)

Results of stepwise regression analyses of text characteristics on learning scores revealed that the same characteristics which predict comprehension also predict new learning. (Author/MB)