THE RELATIONSHIP BETWEEN STUDENTS’ PERFORMANCE ON THE COGNITIVE ABILITIES TEST (COGAT) AND THE FOURTH AND FIFTH GRADE READING AND MATH ACHIEVEMENT TESTS IN OHIO

Sep 30, 2026

A quantitative dissertation examines the relationship between students’ Cognitive Abilities Test (CogAT) performance and Ohio fourth- and fifth-grade Reading and Math Achievement Test outcomes. Data come from a suburban school district in Northwest Ohio, using third-grade CogAT scores for 2006–2007 and fourth-grade Reading/Math Ohio Achievement Test scores for 2007–2008 plus fifth-grade scores for 2008–2009. Pearson correlations assess relationships overall and by CogAT performance level, and linear regression evaluates whether composite CogAT scores predict proficiency. Results show strong positive significant relationships across all achievement tests for the full sample (n=292), with weaker correlations for below-average students and strongest correlations for the average group.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages115

Reading Time4 h 50 min

AccessFree to download

Abstract

Purpose and study design

Correlation and group comparisons

Regression and predictive findings

Implications and future research

THE RELATIONSHIP BETWEEN STUDENTS’ PERFORMANCE ON THE COGNITIVE ABILITIES TEST (COGAT) AND THE FOURTH AND FIFTH GRADE READING AND MATH ACHIEVEMENT TESTS IN OHIO Chad S. Warnimont A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION August 2010 Committee: Rachel A. Reinhart, Advisor Mark E. Munson Graduate Faculty Representative Kevin Gorman Patrick D. Pauken Judith A. Zimmerman © 2010 Chad Warnimont All Rights Reserved ABSTRACT Rachel A. Reinhart, Advisor The purpose of this quantitative study was to examine the relationship between students’ performance on the Cognitive Abilities Test (CogAT) and the fourth and fifth grade Reading and Math Achievement Tests in Ohio. The sample utilized students from a suburban school district in Northwest Ohio. Third grade CogAT scores (2006‐ 2007 school year), 4th grade Reading and Math Ohio Achievement Test scores (2007‐ 2008 academic year), and 5th grade Reading and Math Ohio Achievement Test scores (2008‐2009 school year) were utilized in this study. Pearson Correlation was utilized to examine the relationship between the test scores. Secondly, the researcher examined whether the correlation coefficients between CogAT and fourth and fifth grade Ohio Achievement Test scores differ by CogAT performance level (below average, average, above average) . Additionally, a linear regression test was utilized to determine whether the composite scores from the CogAT can predict proficiency on the fourth and fifth grade Ohio Achievement Tests in Reading and Math. The correlation coefficient on all four achievement tests indicated strong positive significant relationships between scores on each achievement test and scores on the CogAT for the entire sample (n=292), while three of four of the coefficient correlations were weak for the below average group. The average group generated the strongest correlations of the CogAT with all the OATs examined. The above average group generated moderate correlations. Predictions for future academic achievement are stronger with the above average and average groups, while weaker for the below average group. In general, students who score approximately 93‐95 on the CogAT in 3rd grade are likely to achieve a proficient level on the 4th and 5th grade OAT for Reading and Math. The range of CogAT scores necessary to predict accelerated and advanced levels increases greatly. In addition, higher CogAT scores were necessary to achieve accelerated or advanced for Reading (4th and 5th) in contrast to the Math (4th and 5th) . Overall, the results indicate the CogAT is significantly related to the fourth and fifth grade Reading and Math achievement tests, which indicates cognitive ability, and can be used to predict future academic achievement, while supporting the importance of making data‐driven decisions. Professional development is a major policy application that is necessary to understand CogAT score reports and provide teachers with applicable, practical, and meaningful methods for teaching to a diverse group of students. Future study opportunities could determine if a relationship exists between teacher interventions implemented in the classroom and future academic success on achievement tests, while another study could focus on the impact of teacher performance on student success on future achievement tests. Additional studies could be conducted to determine the correlations between the CogAT and other states achievement tests to see if a significant relationship exists. DEDICATION This dissertation is dedicated to my family: Steven, Beverly, and Kyle. Your support, understanding, and commitment to my education have been unwavering. Without your guidance and unconditional love, I would not be the man I am today and it would not have been possible to finish this doctoral program. ACKNOWLEDGMENTS The wri

FAQs

What is the main purpose of the study?

To examine how students’ CogAT performance relates to fourth- and fifth-grade Reading and Math Achievement Test results in Ohio.

Which data sources and grade levels are used?

The study uses third-grade CogAT scores from 2006–2007 and Ohio Achievement Test scores for Reading and Math in grades 4 and 5 from 2007–2008 and 2008–2009.

What do the correlation and regression results indicate?

Across the full sample, achievement test scores show strong positive significant relationships with CogAT scores; regression results indicate CogAT can predict future academic achievement, with differing strength by performance group.

Sep 30, 2026

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