Advisor(s) - Committee Chair
Daniel Roenker, John O’Commor, Lynn Clark
Department of Psychology
Master of Arts
The predictive validity of the Metropolitan Test, 1976 edition (MRT), was examined as it related to school entrance age and its effect on cognitive achievement. A sample of 66 first grade children was tested on the MRT at the beginning of the school year. The children were then assigned to one of two groups. Croup 1 consisted of those children who were 6 and older at the time of the test; Group 2 consisted of those students under 6. At the end of the first and third grade, each group was administered the Comprehensive Test of Basic Skills (CTBS) as well as the Short Form Test of Academic Aptitude (SFTAA) at the end of the third grade. The comparison of these groups, with the use of a t test, indicated that there were no significant differences between scores of Group 1 and Group 2 (p= .05) on any of the four measurements. Also, when using a biserial correlation, there were no significant correlations between age and achievement. This research would indicate that the MRT is not a valid predictor when determining the relationship of age of entrance to first grade and its effect on subsequent achievement.
Child Psychology | Psychology | Social and Behavioral Sciences
Emberton, Julie, "Entrance Age to First Grade: Its Effect on Cognitive Achievement as Predicted by the Metropolitan Readiness Test" (1981). Masters Theses & Specialist Projects. Paper 3266.