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Relationships Between Teachers' Marks, Achievement Test Scores and Aptitude as a Function of Grade, Ethnicity and Sex.

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Title: Relationships Between Teachers' Marks, Achievement Test Scores and Aptitude as a Function of Grade, Ethnicity and Sex.
Authors: Borich, Gary D., Peck, Robert F., Texas Univ., Austin. Research and Development Center for Teacher Education.
Peer Reviewed: N
Page Count: 17
Publication Date: 2025
Document Type: Reports - Research
Descriptors: Academic Achievement, Academic Aptitude, Achievement Tests, Aptitude Tests, Black Students, Correlation, Disadvantaged Youth, Elementary Secondary Education, Ethnic Groups, Grade Point Average, Grade 5, Grade 9, Grades (Scholastic), Mexican Americans, Predictor Variables, Sex Differences, Sex Discrimination, Standardized Tests, Statistical Analysis, Student Evaluation, Test Results, White Students
Abstract: Logical predictions about relationships between school aptitude and standardized achievement, aptitude and teachers' grades, and teachers' grades and standardized achievement can be made from the literature. These predictions are that (1) conventional school aptitude measures should predict standardized achievement test scores equally well for boys and girls but better for advantaged than disadvantaged children; (2) teachers' marks are more accurate for girls than for boys when judged against the sexes' standardized achievement test scores; are more accurate for middle-class than for disadvantaged children; and are least accurate for disadvantaged black males; and (3) teachers consistently give girls higher grades than boys but there are no important differences between boys' and girls' achievement when measured by standard achievement tests. The present study was conducted to test the strength of the relationships between pupil aptitude, standardized achievement and teachers' grades and to determine the percent of variance in grade point average accounted for by aptitude and standardized achievement in a representative sample of fifth- and ninth-grade Mexican-American, Black and Anglo students. (Author/RC)
Accession Number: ED132197
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED132197
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PubType: Report
PubTypeId: report
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Relationships Between Teachers' Marks, Achievement Test Scores and Aptitude as a Function of Grade, Ethnicity and Sex.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Borich%2C+Gary+D%2E%22">Borich, Gary D.</searchLink><br /><searchLink fieldCode="AR" term="%22Peck%2C+Robert+F%2E%22">Peck, Robert F.</searchLink><br /><searchLink fieldCode="AR" term="%22Texas+Univ%2E%2C+Austin%2E+Research+and+Development+Center+for+Teacher+Education%2E%22">Texas Univ., Austin. Research and Development Center for Teacher Education.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Aptitude%22">Academic Aptitude</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Aptitude+Tests%22">Aptitude Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Students%22">Black Students</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Mexican+Americans%22">Mexican Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Discrimination%22">Sex Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Logical predictions about relationships between school aptitude and standardized achievement, aptitude and teachers' grades, and teachers' grades and standardized achievement can be made from the literature. These predictions are that (1) conventional school aptitude measures should predict standardized achievement test scores equally well for boys and girls but better for advantaged than disadvantaged children; (2) teachers' marks are more accurate for girls than for boys when judged against the sexes' standardized achievement test scores; are more accurate for middle-class than for disadvantaged children; and are least accurate for disadvantaged black males; and (3) teachers consistently give girls higher grades than boys but there are no important differences between boys' and girls' achievement when measured by standard achievement tests. The present study was conducted to test the strength of the relationships between pupil aptitude, standardized achievement and teachers' grades and to determine the percent of variance in grade point average accounted for by aptitude and standardized achievement in a representative sample of fifth- and ninth-grade Mexican-American, Black and Anglo students. (Author/RC)
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED132197
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED132197
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Academic Aptitude
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Aptitude Tests
        Type: general
      – SubjectFull: Black Students
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Ethnic Groups
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Mexican Americans
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Sex Differences
        Type: general
      – SubjectFull: Sex Discrimination
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Test Results
        Type: general
      – SubjectFull: White Students
        Type: general
    Titles:
      – TitleFull: Relationships Between Teachers' Marks, Achievement Test Scores and Aptitude as a Function of Grade, Ethnicity and Sex.
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Texas Univ., Austin. Research and Development Center for Teacher Education.
      – PersonEntity:
          Name:
            NameFull: Borich, Gary D.
      – PersonEntity:
          Name:
            NameFull: Peck, Robert F.
    IsPartOfRelationships:
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          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
ResultId 1