COMPASS/TABE Linkage Report

COMPASS/TABE Concordance Analysis Report

February 26, 2003

For more information about the COMPASS/ESL system and services or the application of the results of this study to your situation, please contact your ACT regional office or the ACT national office (COMPASS/ESL, 319/337-1054).

This report describes the process, methodology, and outcomes of a study conducted to identify concordant scores for the Test of Adult Basic Education (TABE) and the Computer-Adaptive Placement Assessment and Support System (COMPASS) assessments. The TABE tests assess basic reading, mathematics, and language skills, and assess skills usually learned in grades 1 to 12. The test results are reported on a grade equivalent scale ranging from 0.0 to 12.9. The COMPASS tests are designed to aid post-secondary institutions in placement of entering students and returning adults into a course level appropriate to the level of their skills in the areas of reading, mathematics, and writing skills. COMPASS is scored on a 1 to 99 scale, where the score represents the estimated percentage of items in the item pool that the student can answer correctly.

Both TABE and COMPASS have tests in Reading, Mathematics, and Writing, and this study describes the concordant results for the related measures of the two tests. Data from students who have taken both tests were used to establish the concordance relationships between the various measures, so scores on one measure can be “crosswalked” to scores on the other measure. Note that while the tests are comparable in terms of the types of skill areas they are designed to cover, they also differ to varying degrees in important aspects, such as content specifications, number of questions, item format, and method of testing (TABE is paper/pencil and timed; COMPASS is computer-delivered and adaptive, and untimed). Additionally, since they are targeting slightly different populations of adult students, there is some difference in the difficulty levels of the items. For these reasons, a pre-smoothed, equipercentile technique was used to analyze the relationships between the two sets of test scores. Rather than assuming a score on one test is measuring precisely the same skills as a related score on the other test, the equipercentile approach identifies the score values on the two measures that have the same percentile ranks for the group of participants in the sample being studied. Thus, while these concorded score values are not presented as being as precisely equivalent or interchangeable as would be the case for equated scores from two forms of the same test, the equipercentile concordance methodology can be used to identify score values that identify similar levels of performance, as reflected by the same percentile rank of performance within a single group of individuals on the two related measures.

Data

The data for this study comes from students tested with the TABE tests as part of their experiences with the Kentucky Adult Education programs. The subjects in this study also completed the COMPASS measures as part of their enrollment process at institutions of the Kentucky Community and Technical College System (KCTCS).

The TABE data was made available by the state of Kentucky, through arrangements made by an office of the Kentucky Community and Technical College System. The records consisted of each student’s Social Security Number and grade level scores in each of the areas of Reading, Language, and Mathematics (scores reported for the TABE Mathematics area represent the average of the grade level scores for the individual on the Mathematics Computation and the Applied Mathematics subtests).

COMPASS data was made available by the KCTCS institutions using the COMPASS system. COMPASS data was matched to the TABE data using Social Security Number as the match field. For both tests, if a student had taken the test more than once, the highest test score was retained for use in the analysis.

Some consideration needs to be given to the time at which each test was taken. For the best comparison, both tests should be taken at approximately the same time. In that way, there is no risk of an intervening remediation in the tested area. On the other hand, if a very strict standard is applied, the sample size will be significantly smaller, and this affects the accuracy of the estimate of the relationship between the two test scores. Various limits on the time difference were considered. The largest difference considered was 180 days between testing, and the smallest difference considered was 15 days between testing. For the criterion of 180 days, 150 days, 120 days, and 90 days a concordance relationship was calculated. For all time differences, the mean test scores, and the correlations were calculated. It was found that the relationship was not greatly affected by the choice of a time difference, so the most expansive definition, 180 days between testing, was used as the data source for the final concordance tables.

Descriptive statistics (mean, standard deviation, sample sizes) for the data are shown in Tables 1 to 4. Tables 1-3 give the values for the matched records containing both TABE and COMPASS data for each of the time periods considered, while Table 4 gives the values for the entire data set of all available TABE records and all available COMPASS records.

Comparing Tables 1 to 3 and Table 4, it is apparent that the students in the matched sample have higher scores on the TABE than is true of the entire group of TABE students tested in that period in the Kentucky Adult Education programs, but lower COMPASS scores than the entire set of entering students tested with COMPASS as they prepared to enter the Kentucky Community and Technical College system. It may be logical and not necessarily surprising to find that the students in the Adult Basic Education program who also tested with COMPASS at the community and technical colleges represent some of the stronger students in the overall Adult Basic Education group. At the same time, as a group, they appear to have somewhat lower skill levels when compared with the total group of students entering the Kentucky community and technical college system. Some caution is recommended when generalizing the results of the analysis for the matched sample in this study to other populations of different types of students (such as all students entering community and technical colleges). The standard deviations are also slightly smaller in the matched sample (when compared to the total TABE group and the total COMPASS group). This can tend to reduce correlations between measures when calculated for the students in the matched set of data Also included in Tables 1-3 are the correlations between the two test measures for each of the three tests. Correlation is a commonly used measure of the strength of a linear relationship between two variables. Correlations range from –1 to 1, with values closer to the extremes indicating a stronger relationship. For test scores, the correlation is limited by the reliability of the tests, which is a function related to the standard deviations of the scores in the observed data. The reliability for COMPASS scores ranges from .86 to .89, while the reliability of TABE scores ranges from .81 to .92. The correlations for these pairs of tests are all very close to .5. This seems to indicate that the tests are measuring similar, but not identical skills (and there may be some underestimate of the correlations, as a consequence of the reduced standard deviations observed in this matched sample). Note also that the correlations are very stable across the different time periods analyzed. The average test scores decline somewhat as the time between testing decreases, but this may be a result of fewer additional testing attempts in the time period (recall that the maximum score was used in the event of multiple test scores). Tables 5-10 present the frequency distributions for each of the tests for the matched sample. The values in the table are the score on the test, and the percentage of students scoring at or below that score value. Tables 5-7 present the frequency distributions for the COMPASS tests.

Tables 8-10 give the frequency distributions for the TABE tests for students in the matched sample. For all three tests, there is a relatively large group of students scoring at the top score value of 12.9 on each of the three TABE measures (23% for Reading, 23% for Language, and 6% for Mathematics. This seems to indicate that the TABE grade level score scale range does not allow enough room at the upper end for a sizable number of these students. This may be also be problematic for the current analysis in that this restriction on the TABE scale can result in inaccuracies in the equating for scores at the very top end of the distributions. However, this is not likely to be a critical concern if the decisions being made (such as which students need additional remedial assistance, etc) do not typically involve students at the very top of the particular scale.

Method

The method used to establish comparable scores is the pre-smoothed, equipercentile method. In this method, the frequency distributions are first smoothed. Then, points with similar cumulative frequencies are considered as comparable. For example, consider Table 5, which gives the frequencies for the COMPASS Reading test for students in the matched sample. The median score (the 50th percentile) for the matched group on the COMPASS Reading test occurs between a score of 74 and 75. To establish a comparable score on the TABE Reading test, look in Table 8 for a cumulative percentile of 50%. This occurs for a TABE Reading score of 9.8. So, in terms of the percentages of students in the analysis group attaining these scores, a score of 9.8 on the TABE scale is comparable to a score of 74 or 75 on the COMPASS Reading test. This method is used for each score point on each test. The results are given in Tables 11-13. Note that, in Table 11, a TABE Reading score of 9.8 is comparable to a COMPASS Reading score of 75.

The equipercentile method uses a smoothed version of the frequency distribution. In this case, because of the large percentages scoring at a highest score point on each TABE measure), the highest degree of smoothing was used. Additionally, in order to assure the accuracy of the results, the equipercentile method requires large sample sizes. In studies such as this, a minimum of 1,000 or more matched cases is desired, while 2,000 or more pairs of scores on each test are preferred to maximize the stability of the observed relationships. Both the reading and the mathematics test tables are based on samples that exceed the desired minimum number, but do not achieve the preferred value. The TABE Language/COMPASS Writing Skills sample size does not reach the minimal value and would therefore be the most subject to differing results, if the sample size were to be enlarged. As is shown in Table 4, the Language test is apparently not administered to every student in the Kentucky Adult Education program, as is the case for the Reading and Mathematics tests.

Use of the Tables and Cautions against Misuse

The tables showing the concorded values for the two tests may be used as a guide for identifying comparable scores on the two tests. For example, suppose the criterion for cutoff score for placement into an Elementary Algebra class is a TABE Mathematics score of 10.0. A student comes to the campus and has already completed the COMPASS PreAlgebra test with a score of 50. Looking at Table 12, we see that, for a COMPASS PreAlgebra score of 50 the concorded score for the TABE Mathematics test is a score of 11.4, thereby exceeding the desired TABE score of 10.0. Thus, since the student has surpassed the required TABE score, it may be considered appropriate to place the student into the Elementary Algebra class.

It is tempting to regard the concorded scores in Tables 11-13 (based on the equipercentile method) as exactly equivalent or equal scores for individuals, however this is not the case. While the scores of 10.0 and 41 are comparable in that the same percentage of students in the matched sample scored below these values for the TABE Mathematics test and the COMPASS PreAlgebra test, it is not the case that every student who scores a 10.0 on the TABE Mathematics test will also always score a 41 on the COMPASS PreAlgebra test or vice versa. The correct statement when interpreting concordance values is that, if a group of similar students is tested with both tests, the same percentage will score below a 10.0 on the TABE Mathematics test as will score below a 41 on the COMPASS PreAlgebra test. In that manner, the two concorded scores from the two tests are identifying a similar level of skill.

Table 1. Descriptive Statistics for Matched Sample - Reading

Test / Time Difference / N / Mean / Standard Deviation / Correlations / *Avg. Time between tests
TABE Reading / Less than or equal to 180 days / 1545 / 9.64 / 2.67 / .53 / 9.4
COMPASS Reading / 73.1 / 16.2
TABE Reading / Less than or equal to 150 days / 1460 / 9.59 / 2.68 / .53 / 9.9
COMPASS Reading / 73.0 / 16.2
TABE Reading / Less than or equal to 120 days / 1360 / 9.55 / 2.68 / .54 / 6.2
COMPASS Reading / 72.7 / 16.2
TABE Reading / Less than or equal to 90 days / 1212 / 9.54 / 2.68 / .53 / -1.7
COMPASS Reading / 72.4 / 16.2
TABE Reading / Less than or equal to 60 days / 916 / 9.54 / 2.66 / .52 / -1.3
COMPASS Reading / 71.9 / 16.3
TABE Reading / Less than or equal to 30 days / 621 / 9.50 / 2.67 / .53 / -2.2
COMPASS Reading / 71.2 / 16.7
TABE Reading / Less than or equal to 15 days / 413 / 9.58 / 2.62 / .56 / -1.9
COMPASS Reading / 70.3 / 16.8

* A positive difference indicates that the TABE test was taken first, o

Table 2. Descriptive Statistics for Matched Sample – Mathematics

(TABE Mathematics = Average of Computation and Applied)

Test / Time Difference / N / Mean / Standard Deviation / Correlations / *Avg. Time between tests
TABE Mathematics / Less than or equal to 180 days / 1703 / 8.14 / 2.48 / .46 / 10.8
COMPASS PreAlgebra / 34.3 / 15.3
TABE Mathematics / Less than or equal to 150 days / 1612 / 8.15 / 2.48 / .46 / 9.1
COMPASS PreAlgebra / 34.3 / 15.3
TABE Mathematics / Less than or equal to 120 days / 1513 / 8.12 / 2.47 / .47 / 5.8
COMPASS PreAlgebra / 34.2 / 15.4
TABE Mathematics / Less than or equal to 90 days / 1361 / 8.10 / 2.47 / .48 / 0.4
COMPASS PreAlgebra / 33.8 / 15.3
TABE Mathematics / Less than or equal to 60 days / 1121 / 8.01 / 2.47 / .48 / -1.7
COMPASS PreAlgebra / 33.3 / 15.3
TABE Mathematics / Less than or equal to 30 days / 791 / 7.89 / 2.42 / .47 / -0.9
COMPASS PreAlgebra / 32.7 / 15.0
TABE Mathematics / Less than or equal to 15 days / 534 / 7.83 / 2.38 / .47 / -1.0
COMPASS PreAlgebra / 32.0 / 14.6

* A positive difference indicates that the TABE test was taken first

Table 3. Descriptive Statistics for Matched Sample - Writing

Test / Time Difference / N / Mean / Standard Deviation / Correlations / *Avg. Days between tests
TABE Language / Less than or equal to 180 days / 914 / 9.03 / 3.03 / .49 / 7.8
COMPASS Writing Skills / 43.0 / 27.3
TABE Language / Less than or equal to 150 days / 852 / 9.01 / 3.02 / .50 / 9.8
COMPASS Writing Skills / 42.9 / 27.3
TABE Language / Less than or equal to 120 days / 795 / 8.98 / 3.04 / .50 / 7.0
COMPASS Writing Skills / 42.3 / 27.2
TABE Language / Less than or equal to 90 days / 720 / 8.99 / 3.05 / .52 / 1.5
COMPASS Writing Skills / 41.8 / 27.1
TABE Language / Less than or equal to 60 days / 593 / 8.82 / 3.06 / .54 / -3.6
COMPASS Writing Skills / 39.2 / 26.4
TABE Language / Less than or equal to 30 days / 448 / 8.75 / 3.14 / .54 / -1.5
COMPASS Writing Skills / 38.5 / 26.8
TABE Language / Less than or equal to 15 days / 329 / 8.73 / 3.06 / .50 / -1.7
COMPASS Writing Skills / 37.4 / 25.9

* A positive difference indicates that the TABE test was taken first, on average

Table 4. Descriptive Statistics for the Population*

(TABE Mathematics = Average of Computation and Applied)

Test / N / Mean / Standard Deviation
TABE Reading / 54,752 / 8.56 / 3.02
COMPASS Reading / 30,046 / 78.4 / 14.6
TABE Mathematics / 54,072 / 7.26 / 2.63
COMPASS PreAlgebra / 29,387 / 38.8 / 17.1
TABE Language / 30,350 / 7.61 / 3.34
COMPASS Writing Skills / 29,169 / 54.8 / 28.3

*The population refers to the file of TABE tested students sent by Kentucky, and the

entire file of students who had tested with COMPASS in Kentucky.

Table 5. COMPASS Reading Cumulative Percentiles
(N = 1545)
COMPASS
Reading
scale score / Cumulative Percentile / COMPASS
Reading
scale score / Cumulative
Percentile / COMPASS
Reading
scale score / Cumulative
Percentile
18 / 0 / 46 / 7 / 74 / 49
19 / 1 / 47 / 7 / 75 / 51
20 / 1 / 48 / 8 / 76 / 53
21 / 1 / 49 / 8 / 77 / 55
22 / 1 / 50 / 9 / 78 / 57
23 / 1 / 51 / 9 / 79 / 60
24 / 1 / 52 / 10 / 80 / 63
25 / 1 / 53 / 11 / 81 / 66
26 / 1 / 54 / 12 / 82 / 69
27 / 1 / 55 / 13 / 83 / 71
28 / 2 / 56 / 14 / 84 / 73
29 / 2 / 57 / 15 / 85 / 76
30 / 2 / 58 / 17 / 86 / 78
31 / 2 / 59 / 19 / 87 / 80
32 / 2 / 60 / 20 / 88 / 82
33 / 2 / 61 / 22 / 89 / 84
34 / 2 / 62 / 23 / 90 / 87
35 / 3 / 63 / 25 / 91 / 89
36 / 3 / 64 / 27 / 92 / 91
37 / 3 / 65 / 29 / 93 / 92
38 / 4 / 66 / 31 / 94 / 93
39 / 4 / 67 / 34 / 95 / 95
40 / 4 / 68 / 35 / 96 / 96
41 / 4 / 69 / 38 / 97 / 97
42 / 5 / 70 / 40 / 98 / 97
43 / 5 / 71 / 41 / 99 / 100
44 / 6 / 72 / 44
45 / 6 / 73 / 47
Table 6. COMPASS PreAlgebra Cumulative Percentiles
(N = 1703)
COMPASS
PreAlgebra
scale score /

Cumulative

Percentile

/ COMPASS
PreAlgebra
scale score / Cumulative
Percentile / COMPASS
PreAlgebra
scale score / Cumulative Percentile
17 / 11 / 45 / 84 / 73 / 96
18 / 11 / 46 / 85 / 74 / 96
19 / 11 / 47 / 86 / 75 / 97
20 / 13 / 48 / 88 / 76 / 97
21 / 17 / 49 / 88 / 77 / 97
22 / 20 / 50 / 89 / 78 / 97
23 / 24 / 51 / 89 / 79 / 97
24 / 28 / 52 / 90 / 80 / 97
25 / 32 / 53 / 91 / 81 / 98
26 / 36 / 54 / 91 / 82 / 98
27 / 40 / 55 / 91 / 83 / 98
28 / 43 / 56 / 92 / 84 / 98
29 / 46 / 57 / 92 / 85 / 98
30 / 49 / 58 / 92 / 86 / 99
31 / 51 / 59 / 93 / 87 / 99
32 / 54 / 60 / 93 / 88 / 99
33 / 56 / 61 / 93 / 89 / 99
34 / 59 / 62 / 93 / 90 / 99
35 / 61 / 63 / 94 / 91 / 99
36 / 64 / 64 / 94 / 92 / 100
37 / 69 / 65 / 94 / 93 / 100
38 / 72 / 66 / 95 / 94 / 100
39 / 75 / 67 / 95 / 95 / 100
40 / 77 / 68 / 95 / 96 / 100
41 / 79 / 69 / 95 / 97 / 100
42 / 80 / 70 / 96 / 98 / 100
43 / 81 / 71 / 96 / 99 / 100
44 / 83 / 72 / 96
Table 7. COMPASS Writing Skills Cumulative Percentiles
(N = 914 )
COMPASS
Writing Skills
scale score / Cumulative Percentile / COMPASS
Writing Skills
scale score / Cumulative Percentile / COMPASS
Writing Skills scale score / Cumulative Percentile
1 / 0 / 34 / 44 / 67 / 77
2 / 1 / 35 / 48 / 68 / 78
3 / 1 / 36 / 48 / 69 / 78
4 / 2 / 37 / 48 / 70 / 79
5 / 3 / 38 / 51 / 71 / 79
6 / 4 / 39 / 51 / 72 / 79
7 / 4 / 40 / 52 / 73 / 81
8 / 7 / 41 / 52 / 74 / 84
9 / 8 / 42 / 53 / 75 / 84
10 / 10 / 43 / 55 / 76 / 84
11 / 10 / 44 / 55 / 77 / 84
12 / 15 / 45 / 56 / 78 / 85
13 / 16 / 46 / 58 / 79 / 86
14 / 17 / 47 / 60 / 80 / 86
15 / 21 / 48 / 61 / 81 / 89
16 / 22 / 49 / 61 / 82 / 90
17 / 23 / 50 / 61 / 83 / 90
18 / 25 / 51 / 62 / 84 / 90
19 / 25 / 52 / 65 / 85 / 91
20 / 29 / 53 / 65 / 86 / 91
21 / 29 / 54 / 65 / 87 / 93
22 / 32 / 55 / 65 / 88 / 94
23 / 32 / 56 / 68 / 89 / 94
24 / 33 / 57 / 68 / 90 / 94
25 / 34 / 58 / 69 / 91 / 95
26 / 36 / 59 / 69 / 92 / 96
27 / 37 / 60 / 70 / 93 / 96
28 / 39 / 61 / 73 / 94 / 97
29 / 40 / 62 / 73 / 95 / 97
30 / 42 / 63 / 73 / 96 / 98
31 / 42 / 64 / 73 / 97 / 98
32 / 43 / 65 / 76 / 98 / 99
33 / 44 / 66 / 77 / 99 / 100
Table 8. TABE Reading Cumulative Percentiles
(N = 1545)
TABE Reading scale score / Cumulative Percentile / TABE Reading scale score / Cumulative
Percentile / TABE Reading
scale score / Cumulative
Percentile
3.1 / 1 / 6.4 / 15 / 9.7 / 49
3.2 / 1 / 6.5 / 15 / 9.8 / 50
3.3 / 1 / 6.6 / 17 / 9.9 / 51
3.4 / 2 / 6.7 / 17 / 10.0 / 55
3.5 / 2 / 6.8 / 17 / 10.1 / 55
3.6 / 2 / 6.9 / 17 / 10.2 / 57
3.7 / 2 / 7.0 / 19 / 10.3 / 57
3.8 / 2 / 7.1 / 19 / 10.4 / 57
3.9 / 2 / 7.2 / 20 / 10.5 / 57
4.0 / 3 / 7.3 / 20 / 10.6 / 61
4.1 / 3 / 7.4 / 21 / 10.7 / 62
4.2 / 3 / 7.5 / 22 / 10.8 / 64
4.3 / 3 / 7.6 / 23 / 10.9 / 65
4.4 / 3 / 7.7 / 23 / 11.0 / 67
4.5 / 4 / 7.8 / 26 / 11.1 / 69
4.6 / 4 / 7.9 / 26 / 11.2 / 69
4.7 / 4 / 8.0 / 26 / 11.3 / 69
4.8 / 4 / 8.1 / 28 / 11.4 / 70
4.9 / 5 / 8.2 / 29 / 11.5 / 72
5.0 / 5 / 8.3 / 30 / 11.6 / 73
5.1 / 5 / 8.4 / 30 / 11.7 / 73
5.2 / 6 / 8.5 / 32 / 11.8 / 74
5.3 / 7 / 8.6 / 34 / 11.9 / 74
5.4 / 8 / 8.7 / 34 / 12.0 / 74
5.5 / 8 / 8.8 / 36 / 12.1 / 74
5.6 / 9 / 8.9 / 38 / 12.2 / 74
5.7 / 9 / 9.0 / 39 / 12.3 / 74
5.8 / 10 / 9.1 / 40 / 12.4 / 75
5.9 / 11 / 9.2 / 43 / 12.5 / 75
6.0 / 12 / 9.3 / 43 / 12.6 / 77
6.1 / 12 / 9.4 / 47 / 12.7 / 77
6.2 / 14 / 9.5 / 47 / 12.8 / 77
6.3 / 14 / 9.6 / 49 / 12.9 / 100
Table 9. TABE Mathematics Cumulative Percentiles (Average of Computation and Applied)
(N = 1703)
TABE
Mathematics scale score / Cumulative Percentile / TABE
Mathematics
scale score / Cumulative
Percentile / TABE
Mathematics
scale score / Cumulative
Percentile
3.1 / 2 / 6.4 / 27 / 9.7 / 74
3.2 / 2 / 6.5 / 28 / 9.8 / 75
3.3 / 3 / 6.6 / 28 / 9.9 / 76
3.4 / 3 / 6.7 / 30 / 10.0 / 77
3.5 / 3 / 6.8 / 33 / 10.1 / 78
3.6 / 4 / 6.9 / 33 / 10.2 / 79
3.7 / 4 / 7.0 / 34 / 10.3 / 80
3.8 / 4 / 7.1 / 36 / 10.4 / 81
3.9 / 4 / 7.2 / 38 / 10.5 / 82
4.0 / 5 / 7.3 / 38 / 10.6 / 83
4.1 / 5 / 7.4 / 41 / 10.7 / 83
4.2 / 5 / 7.5 / 44 / 10.8 / 84
4.3 / 5 / 7.6 / 46 / 10.9 / 85
4.4 / 5 / 7.7 / 47 / 11.0 / 86
4.5 / 6 / 7.8 / 50 / 11.1 / 87
4.6 / 7 / 7.9 / 50 / 11.2 / 88
4.7 / 8 / 8.0 / 52 / 11.3 / 88
4.8 / 8 / 8.1 / 53 / 11.4 / 89
4.9 / 9 / 8.2 / 55 / 11.5 / 89
5.0 / 10 / 8.3 / 57 / 11.6 / 90
5.1 / 11 / 8.4 / 57 / 11.7 / 90
5.2 / 12 / 8.5 / 58 / 11.8 / 91
5.3 / 13 / 8.6 / 59 / 11.9 / 91
5.4 / 13 / 8.7 / 61 / 12.0 / 92
5.5 / 15 / 8.8 / 62 / 12.1 / 92
5.6 / 15 / 8.9 / 63 / 12.2 / 92
5.7 / 16 / 9.0 / 64 / 12.3 / 92
5.8 / 18 / 9.1 / 65 / 12.4 / 93
5.9 / 19 / 9.2 / 67 / 12.5 / 93
6.0 / 21 / 9.3 / 68 / 12.6 / 94
6.1 / 23 / 9.4 / 69 / 12.7 / 94
6.2 / 24 / 9.5 / 71 / 12.8 / 94
6.3 / 25 / 9.6 / 73 / 12.9 / 100
Table 10. TABE Language Cumulative Percentiles
(N = 914)
TABE
Language scale score / Cumulative Percentile / TABE
Language
scale score / Cumulative
Percentile / TABE
Language
scale score / Cumulative
Percentile
3.1 / 1 / 6.4 / 15 / 9.7 / 49
3.2 / 1 / 6.5 / 15 / 9.8 / 50
3.3 / 1 / 6.6 / 17 / 9.9 / 51
3.4 / 2 / 6.7 / 17 / 10.0 / 55
3.5 / 2 / 6.8 / 17 / 10.1 / 55
3.6 / 2 / 6.9 / 17 / 10.2 / 57
3.7 / 2 / 7.0 / 19 / 10.3 / 57
3.8 / 2 / 7.1 / 19 / 10.4 / 57
3.9 / 2 / 7.2 / 20 / 10.5 / 57
4.0 / 3 / 7.3 / 20 / 10.6 / 61
4.1 / 3 / 7.4 / 21 / 10.7 / 62
4.2 / 3 / 7.5 / 22 / 10.8 / 64
4.3 / 3 / 7.6 / 23 / 10.9 / 65
4.4 / 3 / 7.7 / 23 / 11.0 / 67
4.5 / 4 / 7.8 / 26 / 11.1 / 69
4.6 / 4 / 7.9 / 26 / 11.2 / 69
4.7 / 4 / 8.0 / 26 / 11.3 / 69
4.8 / 4 / 8.1 / 28 / 11.4 / 70
4.9 / 5 / 8.2 / 29 / 11.5 / 72
5.0 / 5 / 8.3 / 30 / 11.6 / 73
5.1 / 5 / 8.4 / 30 / 11.7 / 73
5.2 / 6 / 8.5 / 32 / 11.8 / 74
5.3 / 7 / 8.6 / 34 / 11.9 / 74
5.4 / 8 / 8.7 / 34 / 12.0 / 74
5.5 / 8 / 8.8 / 36 / 12.1 / 74
5.6 / 9 / 8.9 / 38 / 12.2 / 74
5.7 / 9 / 9.0 / 39 / 12.3 / 74
5.8 / 10 / 9.1 / 40 / 12.4 / 75
5.9 / 11 / 9.2 / 43 / 12.5 / 75
6.0 / 12 / 9.3 / 43 / 12.6 / 77
6.1 / 12 / 9.4 / 47 / 12.7 / 77
6.2 / 14 / 9.5 / 47 / 12.8 / 77
6.3 / 14 / 9.6 / 49 / 12.9 / 100
Table 11. Concordant TABE Reading / COMPASS Reading Score
(N = 1545)
COMPASS
Reading scale score /

Concorded TABE Reading Score

/ COMPASS
Reading
scale score /

Concorded TABE Reading Score

/ COMPASS
Reading
scale score /

Concorded TABE Reading Score

18 / 1.5 / 46 / 5.3 / 74 / 9.6
19 / 2.6 / 47 / 5.3 / 75 / 9.8
20 / 2.7 / 48 / 5.4 / 76 / 9.9
21 / 2.8 / 49 / 5.5 / 77 / 10.1
22 / 2.9 / 50 / 5.6 / 78 / 10.3
23 / 3.0 / 51 / 5.7 / 79 / 10.5
24 / 3.1 / 52 / 5.8 / 80 / 10.7
25 / 3.2 / 53 / 5.9 / 81 / 10.9
26 / 3.3 / 54 / 6.0 / 82 / 11.1
27 / 3.4 / 55 / 6.1 / 83 / 11.4
28 / 3.5 / 56 / 6.3 / 84 / 11.8
29 / 3.6 / 57 / 6.5 / 85 / 12.2
30 / 3.7 / 58 / 6.7 / 86 / 12.5
31 / 3.8 / 59 / 6.9 / 87 / 12.7
32 / 3.9 / 60 / 7.1 / 88 / 12.8
33 / 4.0 / 61 / 7.4 / 89 / 12.9
34 / 4.0 / 62 / 7.6 / 90 / 12.9
35 / 4.1 / 63 / 7.8 / 91 / 12.9
36 / 4.2 / 64 / 8.0 / 92 / 12.9
37 / 4.3 / 65 / 8.2 / 93 / 12.9
38 / 4.4 / 66 / 8.4 / 94 / 12.9
39 / 4.5 / 67 / 8.6 / 95 / 12.9
40 / 4.6 / 68 / 8.7 / 96 / 12.9
41 / 4.7 / 69 / 8.9 / 97 / 12.9
42 / 4.9 / 70 / 9.0 / 98 / 12.9
43 / 5.0 / 71 / 9.1 / 99 / 12.9
44 / 5.1 / 72 / 9.3
45 / 5.2 / 73 / 9.4
Table 12. Concordant TABE Mathematics (Average of Computation and Applied) / COMPASS PreAlgebra Scores
(N = 1703)
COMPASS
PreAlgebra
scale score /

Concorded TABE Mathematics Score

/ COMPASS
PreAlgebra
scale score /

Concorded TABE Mathematics Score