Stanford Achievement Test-Tenth Edition

Contact
800-328-5999

The Stanford 10 Achievement Test reading subtests are specifically aligned with IRA/NCTE standards, state standards, and the National Assessment of Education Progress (NAEP). The standardized assessment can help monitor students' progress and also identify strengths and areas in need of support for placement and instructional planning. The test is sold only to accredited schools and districts. Aprenda-3 is the Spanish assessment modeled off of the Stanford 10 that allows educators to test Spanish-speaking students in their native language.

Grades
K-12
Languages
English
Spanish
Topic
Subtopics
Comprehension,
Fluency,
Phonics,
Phonemic awareness,
Vocabulary
Length
Untimed
Price
"Consumable Test Packs Form A or D 10-Pack: $92.75; Resuable Test Packs Form A or D 10-Pack: $77.75; Exam Kits Forms A or D (Includes 1 Test Booklet with Directions, 1 Practice Test with Directions (SESAT 1-Advanced 2), 1 Answer Document (Primary 3-TASK 3
Training
Pre-recorded Webinars available
Qualifications
Must be an accredited school or district
Open Access
No
Administration
Group
Scoring
Computer scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

Stanford Achievement Test-10 (SAT-10). (n.d.). Retrieved December 12, 2018, from https://www.statisticssolutions.com/stanford-achievement-test-10-sat-10/

Watkins, E. O., & Wiebe, M. J. (1984). Factorial Validity of the Stanford Achievement Test for First-Grade Children. Educational and Psychological Measurement, 44(4), 951–954. https://doi.org/10.1177/0013164484444016

Abella, R., Urrutia, J., & Shneyderman, A. (2005). An Examination of the Validity of English-Language Achievement Test Scores in an English Language Learner Population. Bilingual Research Journal, 29(1), 127–144.

Instrument Use in Peer-Reviewed Studies

Kaya, F., Stough, L. M., & Juntune, J. (2016). The Effect of Poverty on the Verbal Scores of Gifted Students. Educational Studies, 42(1), 85–97. https://doi.org/10.1080/03055698.2016.1148585

Hrastinski, I., & Wilbur, R. B. (2016). Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program. Journal of Deaf Studies and Deaf Education, 21(2), 156–170. https://doi.org/10.1093/deafed/env072

Kim, Y.-S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement? Journal of Educational Psychology, 102(3), 652–667. https://doi.org/10.1037/a0019643

Fien, H., Smith, J. L. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E. (2015). An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties. Journal of Learning Disabilities, 48(6), 602–621. https://doi.org/10.1177/0022219414521664

Gottfried, M. A., & Johnson, E. L. (2014). Assessing Access: Is There Educational Equity within Urban Schooling? Education and Urban Society, 46(7), 773–797. https://doi.org/10.1177/0013124512468002

Kim, Y.-S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement? Journal of Educational Psychology, 102(3), 652–667. https://doi.org/10.1037/a0019643

Foorman, B. R., Petscher, Y., Lefsky, E. B., & Toste, J. R. (2010). Reading First in Florida: Five Years of Improvement. Journal of Literacy Research, 42(1), 71–93.; Gottfried, M. A. (2013). Quantifying the Consequences of Missing School: Linking School Nurses to Student Absences to Standardized Achievement. Teachers College Record, 115(6).