The Gesell School Readiness Screening Test as a valid measure of school readiness: A quantitative study of predictive validity.

摘要

Although only limited empirical research exists, the use of the Gesell School Readiness Screening Test (GSRST) to determine children's readiness to begin or to proceed in school has been increasing. Since rigorous psychometric standards are held for instruments used in making "high-stakes" decisions, this use is questioned.; The study was conducted in a rural Pennsylvania district with a predominately Caucasian student population of 2,230. The sample consisted of 481 subjects. Two instruments were used, an adapted version of the GSRST and the Stanford Achievement Test (SAT). A Pearson product-moment correlation, independent samples t tests, and chi square analysis were used to analyze the data.; The primary research purpose was to determine whether the GSRST, as advocated by the Gesell Institute, could accurately predict school success. A significant relationship was found between GSRST scores and first-grade SAT reading comprehension scores. The magnitude of the correlation, however, was not particularly strong (r =.241). Since placement decisions impact significantly on children, the predictive validity was considered to be inadequate for the GSRST to be used as a primary determinant of grade placement.; This research also indicated that: (1) not ready (NR) students who entered school on schedule achieved to the same academic level as those who did not enter on schedule; (2) boys and girls received similar scores on the GSRST. Thus when reporting results, gender comments do not appear to be warranted; (3) the GSRST does not disproportionally identify children from lower income families as NR; (4) a developmental age of more than one year below chronological age resulted in placement in a special program at a significant rate. This gap can be used as an effective indicator of need for further evaluation; (5) NR children who stayed out of school for a year and NR children who started on schedule were retained in kindergarten or placed in transitional-first at statistically significant different rates. Thus NR students who stayed home an extra-year were less likely to experience school failure.