Abstract
The long-term predictive validities of the Metropolitan Readiness Tests (MRT) and the Lollipop Test: A Diagnostic Screening Test of School Readiness were examined. The achievement of 246 students in reading and mathematics as measured by the Stanford Achievement Test and teacher assigned grades in first, third, and fourth grades was predicted from kindergarten administrations of each of these test batteries. All multiple correlations for the Lollipop Test and the MRT were found to be significant and similar in magnitude. Perhaps particularly noteworthy, was that the Lollipop Test, a shorter screening instrument, performed as well as the lengthier MRT in predicting school achievement.
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