The Impact of Test Preparation on Cognitive Abilities Testing with Diverse Student Populations

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Abstract

This study examined the impact of a school-based test preparation intervention used with 1,687 students from 71 schools who completed the Cognitive Abilities Test (CogAT) in one urban district. Student assessment scores were used to study the effects of test preparation, school type (Title I vs. non-Title I), grade level, and socioeconomic status (free/reduced lunch) on composite Standard Age Scores (SAS). Results indicated that all student groups showed moderate to substantial improvement in test performance. While the main effects were significant, interaction effects between test preparation and school type were not. Findings suggest that in-school test preparation can improve CogAT test performance across diverse contexts but may not fully close existing equity gaps with gifted identification.

Authors

• Debi K. Torres, Baylor University

• Fatih Ozkan, Baylor University

• Aysil Agaya, Baylor University