Kaufman Test of Educational Achievement (KTEA-II)

The Kaufman Test of Educational Achievement is educational tool for children, measuring such areas as math, reading, written language, and oral language.  KTEA cover all achievement standards for IDEA, Reading First, and NCTM.  The Second Edition is the current version of the test.

Format for the KTEA-II includes a Comprehensive Form and the Brief Form.  The comprehensive form is separated into Prek-K (30 minutes), Grades 1-2 (50 minutes), and Grades 3+ (80 minutes).  The Brief form takes approximately 15-45 minutes to accomplish and is meant for ages 4-6.


Alan S. Kaufman & Nadeen L. Kaufman

Reliability and Validity

The K-TEA is well-established instrument used as a standard for educational assessment.  The overall reliability coefficient is reported at 0.87 to 0.95; internal reliability coefficients ranged from 0.77 to 0.85; test-retest coefficient are the strongest with above 0.90 based on time period of 1 to 35 days.  This instrument is correlated well with the Wide Range Achievement, the Peabody Individual Achievement Test, the Metropolitan Achievement Test, the Standford Achievement Test, and the ABC with correlation ratings from .75 to 0.86.

Where to Purchase

Pearson Clinical

Administration, Analysis and Reporting

Statistics Solutions consists of a team of professional methodologists and statisticians that can assist the student or professional researcher in administering the survey instrument, collecting the data, conducting the analyses and explaining the results.

For additional information on these services, click here.

Dissertations and Journals

Bellinger, David C., Stiles, Karen M., Needlemen, L Herbert (1992).  Low-Level Exposure, Intelligence, and Academica Achievement:  A Long-term Follow-up Study. Pediatrics, Vol. 90, 855-861.

Lavin C. (1996).  The relationship between the Wechsler Intelligence Scale for Children-Third Edition and the Kaufman Test of Educational Achievement.  College of New Rochelle.

Minshew, Nancy J., Goldstein, Gerald, Taylor, Gerry H., Siegel, Don J. (1994).  Academic achievement in high functioning autistic individuals.  Journal of Clinical and Experimental Neuropsychology, 1744-411X, Volume 16, Issue 2, 261-270.




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