Coaching Effects on California Achievement Test Scores in Elementary Grades

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Abstract
Performance on subtests of the California Achievement Tests (CAT) was compared for students in grades one, two, four, and five who had been assigned to one of two groups. The experimental group received the Scoring High on the CAT (Bates, 1981) program while the control group received no formal instruction in test-taking skills. Multivariate analyses of variance revealed some statistically significant differences between the groups on some of the CAT subtest scores. Results of the comparisons suggested that the Scoring High program did not produce consistent increases in student scores.

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