Publication Date


Degree Program

Department of Educational Administration, Leadership, and Research


Copyright 2010 by Jon D. Hall. All rights reserved. This is a joint dissertation with the University of Louisville

Degree Type

Doctor of Philosophy


This study attempts to identify possible relationships between cognitive ability, teacher dispositions, and content knowledge and elementary classroom achievement. Data was gathered on teachers using the Wonderlic Personnel TestTM, Star Teacher Pre-ScreenerTM, and Praxis IITM assessments and compared to classroom growth on the Measures of Academic Progress (MAP) computer-based adaptive assessment. The sample size was limited but included fourth and fifth grade teachers that volunteered from selected Kentucky public school districts. Pearson correlation analysis did not show any significant relationship between the scores on the three teacher assessments and student academic growth using the MAP growth index scores for corresponding classrooms. Implications of this study are that although no relationship was shown, more research is needed that would include larger sample populations and refined study protocol to avoid the limitations noted in this study.


Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Elementary Education and Teaching