Abstract
In an extension of an earlier study (McPhee & Kerr, 1985), the authors investigated the relationships among scholastic aptitude, achievement, and performance on the secondary form of the Curriculum Proficiency Exam, a state-mandated teacher competency test. Results were similar to findings with the elementary form of the test, indicating little criterion-related validity and some areas in which apparent validity is questionable. Further investigation and/or revision of the test was recommended.