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<p> The college admission systems of the United States require the Scholastic Aptitude Test (SAT) and American College Testing (ACT) examinations. Although, some resources suggest that SAT and ACT scores give some meaningful information about academic success, others disagree. The objective of this study was to determine whether there is significant predictive validity of SAT and ACT exams for college success. This study examined the effectiveness of SAT and ACT scores for predicting college students&rsquo; first year GPA scores with a meta-analytic approach. Most of the studies were retrieved from Academic Search Complete and ERIC databases, published between 1990 and 2016. In total, 60 effect sizes were obtained from 48 studies. The average correlation between test score and college GPA was 0.36 (95% confidence interval: .32, .39) using a random effects model. There was a significant positive relationship between exam score and college success. Moderators examined were publication status and exam type with no effect found for publication status. A significant effect of exam type was found, with a slightly higher average correlation for SAT compared to ACT score and college GPA. No publication bias was found in the study.</p>

<p> Current research indicates there is a correlation between participating in an early childhood program and a student&rsquo;s performance on future standardized measures, including the challenge of using early learning standards (Feldman, 2010). This research study focused on state initiatives, and student participation in an early childhood preschool model centered on the use of universal curriculum and assessment designed to measure student outcomes aligned to learning targets, outlined in state preschool curriculum standards. Research shows learning decreases for students who have not participated in an early childhood program, while those who have participated in some kind of early childhood program show progress (Heckman, 2011). Young children come to school with varying degrees of experiences, which may or may not enhance their learning. Educators are responsible for providing positive experiences and provide academic activities to develop academic awareness, social/emotional skills, in addition to displaying appropriate behavioral skills. Participation in preschool should also build a student&rsquo;s level of independence and competency skills. This research study examined state initiatives and curriculum materials, and assessment tools related to the importance of early childhood education programming and teacher practices, and the impact of universal curriculum and assessment implemented in the classroom during the school year. In addition, it further explored teacher perspectives on educational programming, Louisiana&rsquo;s early childhood initiatives, and the use of universal curriculum and assessment in their classroom.</p>

<p> Relieving test anxiety actions range from relaxation exercises to prescription medication. Humor can be a simple method of test anxiety relief. The current study was used to determine if humor, in the form of a cartoon, placed on the splash page of an online exam improved the test scores of students who have high test anxiety. In the current study, 2 theories were used to guide the research. The interference theory by Ralf Schwarzer and Matthias Jerusalem indicated students have difficulty separating competing thoughts during an exam. In the adult learning theory by Malcolm Knowles, the learning of children and adults was differentiated, while explaining how adults learn. A quasi-experimental quantitative design was used to find a possible correlation between humor and test anxiety relief. The study sample comprised an equal number of students with high test anxiety and students with low test anxiety. The low test anxiety group comprised the control group. A 2-sample <i>t</i> test was used to search for a correlation between the cartoon and the exam scores. Intended benefits of the study included: (a) students with test anxiety find relief from test anxiety, (b) instructors achieve reliable assessments of students with test anxiety, and (c) confident, well-educated graduates. The current study results showed the opposite of expected results. The high test anxiety group did worse on the exam with the cartoon. The 2-sample <i> t</i> test showed a negative improvement of &ndash;6.222 between midterm and final exams for the high test anxiety group.</p>

The primary problem of this study was to compare the Wechsler Intelligence Scale for Children and the California Test of Mental Maturity S-F, 1962 Revision, in order to determine whether the two instruments were interchangeable with respect to intelligence quotients for a school-clinical population.