Effects of Curriculum-Test Overlap on Standardized Achievement Test Scores: Identifying Systematic Confounds in Educational Decision Making

Preparation of this article was supported in part by a University of Cincinnati Graduate Research Fellowship awarded to the first author.

We are grateful to Roland H. Good, III for his recommendations regarding analysis and interpretation of the results of this study as well as forproviding valuable editorial assistance in the preparation of this manuscript.

We gratefully acknowledge the assistance of all the students enrolled in the School Psychology Program at the University of Cincinnati who participated in data collection.

Abstract:

The effects of curriculum-test overlap on standardized reading test performance (WRAT-R, K-TEA, and WRMT-R) were assessed with 181 first- and second-grade students receiving reading instruction from the MacMillan-R (Smith & Arnold, 1986) reading curriculum. Two methods of quantifying curriculum-test overlap were used to predict the patterns of students’ performance across the three tests and to compare their relative power for prediction. Results were consistent with other findings (Good & Salvia, 1988), examining different grade levels, tests, and curricula, indicating a strong and systematic curriculum bias which could confound educational decisions based on test scores. Neither method of quantifying curriculum-test overlap consistently outperformed the other indicating both are suited for use by researchers and assessment practitioners.

Additional information

Notes on contributors

Paul F. Bell

Paul F. Bell, PhD, received his doctorate from the University of Cincinnati in 1990. He is currently Director of Behavioral Sciences at the Family Practice Residency Program, The Medical Center, Beaver, PA, Inc.

Francis E. Lentz

Francis E. Lentz, Jr., PhD, is Associate Professor of School Psychology at the University of Cincinnati. His research interests include behavioral assessment and intervention strategies for school-based problems.

Janet L. Graden

Janet L. Graden, PhD, is Professor and Director, School Psychology Program, University of Cincinnati.