Theses and Dissertations

Issuing Body

Mississippi State University


Doggett, Anthony R.

Committee Member

Sheperis, Carl

Committee Member

Henington, Carlen

Committee Member

Browning Gainer, Browning Donna

Committee Member

Underwood, Joe Ray

Date of Degree


Document Type

Dissertation - Open Access


Educational Psychology

Degree Name

Doctor of Philosophy


College of Education


Department of Counseling and Educational Psychology


Studies have consistently shown that teachers’ ratings of behavior were predictive of academic difficulties. While research has clearly indicated that behavior has a reciprocal relationship with academic achievement, there is a scarcity of research on the relationship between outcomes on high stakes tests and student behavior. Early identification of children at risk for academic difficulties is vital for successful intervention and remediation. Therefore, this researcher investigated use of a brief behavior screener as a predictor of students at risk for failing a high stakes test. Results from the Behavior Assessment System for Children–Teacher Rating Scale–Child Screener (BASC-TRS-C Screener) provided an assessment of behavior. Georgia’s Criterion Referenced Test – Reading and Math scores provided achievement in reading and math. An analysis of data on 636 second through fifth grade participants revealed a significant inverse relationship between teacher ratings of student behavior and achievement. Thirteen of the fifteen models suggested that teachers’ ratings of behavior indicated with greater accuracy students at risk for academic difficulties than did the model without the behavior ratings. While two models were not significant, they clearly suggested an inverse relationship between behavior and achievement. Logistic Regression analyses suggested that the BASC-TRS-C Screener predicted with 90% accuracy the pass fail classification group associated with the score. The odds ratio suggested that with each point decrease on the BASC-TRS-C Screener score, (in which high scores equal greater behavior concerns) the chances of passing the Criterion Referenced Competency Test reading high stakes test increased by 5%. In the area of math, the odds of passing increased by 6% with each point decrease on the BASC-TRS-C Screener. Other findings suggested that minorities have a significantly greater risk (p < .05) of failing the Criterion Reference Competency Test in the areas of reading, math, or both reading and math than do their same age peers.