Effects of Test Administration Procedures and Acculturation Level on Achievement Scores

Abstract

Thirty-nine White and 94 Mexican-American students in grades four through six were administered the Reading Vocabulary subtest of the California Achievement Test (CAT) under two separate test administration procedures (standardized vs. facilitative). A 2 x 2 factorial design was used to investigate the effects of the procedure (facilitative vs. standardized) and ethnicity (White vs. Mexican-American) on achievement test scores. Additionally, subjects' scores on the Reading Vocabulary subtest on the CAT were correlated with the SOMPA acculturation scales to determine whether acculturation status was related to achievement. Results indicated that the Mexican-American students scored lower than White students in the standard administration condition and outperformed White students under the experimental condition. Both group mean scores, however, were lower under the experimental condition. Findings also suggest that under the standardized administration condition, a child's socioeconomic level probably is not related to achievement test scores.