The Validity of the Vane Kindergarten Test in Predicting Achievement in Kindergarten and First Grade

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Abstract
The ability of the Vane Kindergarten Test (VKT) to predict academic achievement was assessed with 148 pre-kindergarten children (Group I) and 141 kindergarten children (Group II). Approximately one year after the administration of the VKT, Group I was administered the Metropolitan Readiness Tests. Comparably, Group II was given the Stanford Achievement Test, Primary I Battery approximately ten months after the VKT administration. Metropolitan-VKT and Stanford-VKT scores were correlated. Metropolitan-VKT coefficients, which were all significant (p < .01), ranged from .40 to .53. Several of the Stanford-VKT coefficients were significant (p < .01); the largest one was the VKT Vocabulary-Stanford Vocabulary (.47). Although most of the correlations obtained in the present study were significant, the VKT does not appear to have sufficiently high validity for use in assessment and program planning for individual children.

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