A critical evaluation of the use of the Orleans Geometry Prognosis Test in the Lodi Union High School

During the period of this study approximately twenty percent of the students enrolled in the plane geometry course in the Lodi Union High School failed. Students were admitted to the course if they had attained a grade of “B” for their third quarter of first year Algebra, or if their Algebra teacher recommended that they be allowed to enroll on a trial basis, or if the student was not recommended but he and his parents requested that he be allowed to enroll. The Orleans Geometry Prognosis Test was given at the beginning of the geometry course so that students, teachers, counselors, and parents might have further insight into the student’s likelihood of success. It is the purpose of this study to evaluate the usefulness of the Orleans Geometry Prognosis Test as used in the Lodi Union High School and to determine if its use in conjunction with two other standardized measuring instruments would yield better prediction results. The additional prediction tests were two subtests of the Differential Aptitude Test battery, the test of Numerical Ability and the test of Abstract Reasoning. The criterion of success used was the Seattle Plane Geometry Test. SImple and multiple correlations were computed