BASI Level 4 (Form A) and the TABE
In this study, BASI Level 4 (Form A) was administered to 40 high school students in grades 9 (n = 14; 35%), 10 (n = 8; 20%), 11 (n = 10; 25%), and 12 (n = 8; 20%) in the 2002–2003 school year. Three students were identified as receiving special education services, and one was identified as gifted. There were 22 (55%) male and 18 (45%) female students. The group consisted of 17 (42.5%) whites, 1 (2.5%) African American, 3 (7.5%) American Indians, 3 (7.5%) “other,” and 16 (40.0%) Hispanics. The parents of these individuals reported their own educational background as follows: 2 (5.0%) less than 12th grade, 18 (45.0%) high school graduate or GED, 13 (32.5%) 1–3 years of college, 4 (10.0%) 4 or more years of college. Parental education was not reported for the remaining 3 (7.5%) students.
These students completed the TABE® 7/8 Complete Battery and BASI Level 4 (Form A) within a period of six weeks. TABE scores were made available by the school district for the purpose of this study. The sample performed in the lower end of the average range across the majority of the BASI subtests, scoring lowest on Reading Comprehension and Math Computation.
Table 5 provides correlations between the BASI subtest and total scores and those for the TABE. Despite the somewhat restricted range of many of the BASI scores (as indicated by standard deviations less than 15), many statistically significant correlations of moderate magnitude were obtained between the two instruments.