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Degree Name

EdD (Doctor of Education)


Educational Leadership

Date of Award


Committee Chair or Co-Chairs

Donald W. Good

Committee Members

Donald W. Good, William Flora, Larry Miller, Pamela Scott


The purpose of this study was to examine the degree of correlation between the Scantron Achievement Series (SAS) benchmark assessment in reading and the Tennessee Comprehensive Assessment Program (TCAP) test in reading in fourth grade students. The goal was to identify the predictive validity of the SAS benchmark instrument. The study included fourth grade students who had taken the SAS and TCAP reading sections during the school years of 2011- 2013. The study was quantitative. Data were collected from a school system in northeast Tennessee with 12 elementary schools. Three of the elementary schools did not qualify for Title I funds but the other 9 schools were Title I funded schools. Data collection tools used in the study included results from the TCAP test using the paper-and-pencil format and the SAS using a computerbased test. Student scaled scores were used for determining the degree of correlation between the TCAP test and SAS assessment. This study was used to examine any correlation between the TCAP and SAS tests used with fourth grade student in Tennessee. The effect was determined by how closely the tests were correlated across gender, race, socioeconomic status, and school Title-I status. The results show that the TCAP and SAS test scores have a strong positive correlation:

  • Both assessments consistently showed that female students scored significantly higher than male students,
  • Students in Non-Title I schools scored significantly higher than those in Title I funded schools,
  • There was no significant difference in scores based on race (Black or White), and
  • There was no significant difference in scores based on socioeconomic status.

Document Type

Dissertation - restricted


Copyright by the authors.