This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Evans, L. D. Articles by Devers, R. J. Search for Related Content Social Bookmarking                         What's this?

Severe Discrepancy Determination for Retained and Nonretained Students: Ageor Grade-Based Achievement Standard Scores?

Robert J. Devers

Arkansas Children's Hospital and University of Arkansas for Medical Sciences

This study investigated the differences between exclusive use of age-based and grade-based achievement scores on mean achievement, IQ-achievement discrepancies, and severe discrepancy rates for retained and nonretained students. The sample included 225 nonretained and 142 retained students referred to a Child Development Center for psychoeducational assessment. Each was administered an intelligence test and achievement measure that provided age and grade scores. Compared to use of age-based scores, grade-based scores for retained students resulted in higher mean achievement scores, smaller discrepancy sizes, and lower severe discrepancy rates. For nonretained students, use of age scores resulted in higher mean achievement scores, smaller discrepancy sizes, and lower discrepany rates. Issues that guided score selection are discussed.

Journal of Psychoeducational Assessment, Vol. 11, No. 1, 20-28 (1993)
DOI: 10.1177/073428299301100103


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?