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1.
States participating in the Growth Model Pilot Program reference individual student growth against “proficiency” cut scores that conform with the original No Child Left Behind Act (NCLB). Although achievement results from conventional NCLB models are also cut‐score dependent, the functional relationships between cut‐score location and growth results are more complex and are not currently well described. We apply cut‐score scenarios to longitudinal data to demonstrate the dependence of state‐ and school‐level growth results on cut‐score choice. This dependence is examined along three dimensions: 1) rigor, as states set cut scores largely at their discretion, 2) across‐grade articulation, as the rigor of proficiency standards may vary across grades, and 3) the time horizon chosen for growth to proficiency. Results show that the selection of plausible alternative cut scores within a growth model can change the percentage of students “on track to proficiency” by more than 20 percentage points and reverse accountability decisions for more than 40% of schools. We contribute a framework for predicting these dependencies, and we argue that the cut‐score dependence of large‐scale growth statistics must be made transparent, particularly for comparisons of growth results across states. 相似文献
2.
Value-added models and growth-based accountability aim to evaluate school??s performance based on student growth in learning. The current focus is on linking the results from value-added models to the ones from growth-based accountability systems including Adequate Yearly Progress decisions mandated by No Child Left Behind. We present a new statistical approach that extends the current value-added modeling possibilities and focuses on using latent longitudinal growth curves to estimate the probabilities of students reaching proficiency. The aim is to utilize time-series measures of student achievement scores to estimate latent growth curves and use them as predictors of a dichotomous outcome, such as proficiency or passing a high-stakes exam, within a single multilevel longitudinal model. We illustrated this method through analyzing a three-year data set of longitudinal achievement scores and California High School Exit Exam scores from a large urban school district. This latent variable growth logistic model is useful for (1) early identification of students at risk of failing or of those who are most in need; (2) a validation or/and adequacy of student growth over years with relation to distal outcome criteria; (3) evaluation of a longitudinal intervention study. 相似文献
3.
Many educational testing programs report examinee performance at more than two levels of proficiency. Whether these assessments have the capacity to support these multiple inferences, though, is a topic that has not been widely discussed. This study proposes a method for evaluating the minimum number of measurement opportunities for reporting students' performance at multiple achievement levels and describes an application of the method for reading and mathematics assessments that are used by some school districts in Nebraska. Analyses were based on judgments collected from 110 teachers about characteristics of items and tasks from multiple assessments in reading and mathematics at grades 4 and 8, and in high school. Results suggested that there were generally enough items on the mathematics assessments to classify students into two or three performance levels, but rarely enough to make the four classifications that the state reported. Items on the reading assessments were generally distributed across the proficiency levels and tended to allow reporting for all four classification levels. These findings have implications for both practitioners and policymakers in how scores are interpreted. 相似文献
4.
Estimating scale economies and the optimal size of school districts: A flexible form approach 
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下载免费PDF全文 This paper investigates estimation methods to model the relationship between school district size, costs per student and the organisation of school districts. We show that the assumptions on the functional form strongly affect the estimated scale economies and offer two possible solutions to allow for more flexibility in the estimation method. First, we introduce a model by adding higher‐degree district size polynomials, allowing for multiple optima. Second, we develop a Fourier cost function, innovative in the literature on scale economies in education. We then compare both models to classical approaches in the literature. We illustrate how a minor change in the estimation method can alter policy conclusions significantly using Flemish school district data. In doing so, we find sizeable potential cost savings from the consolidation of school districts, especially at the lower tail of the district–size distribution. The organisational transition from small to large school districts is characterised by an interval between two optima. Beyond an apparent slowdown in cost savings in medium‐sized school districts, cost savings from school district consolidation increase again, up to the optimal size of around 6,500 students. Beyond this optimum, school districts incur diseconomies of scale. The commonly used quadratic form (‘U’‐shaped cost function) overestimates scale economies, and fails to identify the interval between both optima. 相似文献
5.
Gary N. Marks 《School Effectiveness & School Improvement》2013,24(3):397-414
The bulk of public debate on education focuses on schools and school differences. Ideally, the characteristics of schools that add value to student performance can be identified and implemented for other schools. However, such scenarios assume that school effects are sizable, stable across cohorts, and consistent across subject areas. This study tests these assumptions by analysing school effects in both primary and secondary schools in 5 achievement domains with administrative data from almost all government school students in Victoria, Australia. Gross school effects are reasonably large but show only moderate stability. However, in net progress models which control for prior achievement, school effects are substantially smaller, display only low levels of stability across cohorts, and are not consistent across achievement domains. Therefore, it is difficult to identify schools that consistently increase (or decrease) student performance across subject areas beyond that expected by students’ intake characteristics, most notably prior student performance. Other policy goals are recommended. 相似文献
6.
Holding Schools Accountable for the Growth of Nonproficient Students: Coordinating Measurement and Accountability 总被引：1，自引：0，他引：1
A key intent of the NCLB growth pilot is to reward low‐status schools who are closing the gap to proficiency. In this article, we demonstrate that the capability of proposed models to identify those schools depends on how the growth model is incorporated into accountability decisions. Six pilot‐approved growth models were applied to vertically scaled mathematics assessment data from a single state collected over 2 years. Student and school classifications were compared across models. Accountability classifications using status and growth to proficiency as defined by each model were considered from two perspectives. The first involved adding the number of students moving toward proficiency to the count of proficient students, while the second involved a multitier accountability system where each school was first held accountable for status and then held accountable for the growth of their nonproficient students. Our findings emphasize the importance of evaluating status and growth independently when attempting to identify low‐status schools with insufficient growth among nonproficient students. 相似文献
7.
Federal regulations indicate that the achievement gap must be closed between subgroups, including the gap between special education and non-special education students. We explored the ways in which achievement trends are influenced by three methods of reporting (cross-sectional, cohort–static, and cohort–dynamic). We also investigated (a) the ways in which achievement gaps change when different analytical techniques (proficiency levels, scale scores, effect size) are used, and (b) the relationship between student achievement and the extent to which students’ special education status changes across years. We conclude by discussing the practical and policy implications of using the three methods for reporting data about the performance gap. 相似文献
8.
In this study we attempt to evaluate two models of instruction, one based on the assumptions of the constructivist or conceptual change model, and one based on an expositive‐deductive model. We applied the two approaches to the teaching of geometric optics at different levels of instruction: elementary school and university. In each case the same teacher taught the same scientific topic to both the control and experimental groups, and all students carried out the same classroom activities. The study was carried out in such a way as to replicate as closely as possible the actual conditions of each classroom environment. The results of instruction failed to show significant differences in learning attributable to the method of instruction used, although different trends were evident in the two samples. Our commentary on the findings concludes with suggestions for further research in this field. 相似文献
9.
《Education 3-13》2012,40(1):54-65
ABSTRACTThe aims of this study were to investigate levels of fundamental movement skills (FMS) proficiency and their relationship with measures of health-related physical fitness of primary school children prior to their transition to high school in Wales. The results demonstrated that overall levels of FMS proficiency with these children were low with significant differences existing between the genders. In addition, the measures of health-related physical fitness significantly correlated with FMS proficiency in both genders. In summary, these findings suggest that primary school children lack the foundational elements to support their transition to high school physical education. 相似文献
10.
Melissa A. Maras Aaron M. Thompson Christie Lewis Kathy Thornburg Jacqueline Hawks 《Journal of educational and psychological consultation》2015,25(2-3):198-223
A tiered response model for social-emotional learning (SEL) is needed to address the significant mental health needs of young people in this country. In collaboration with other school mental health professionals, school psychologists have a unique expertise that situates them to be systems change agents in this work. This article describes a pilot project that focused on augmenting existing SEL services with SEL assessment within a tiered system of support in one elementary school. Using a consultation-based model grounded in principles of empowerment evaluation, an interdisciplinary school team used SEL data collected during one school year to inform the delivery of SEL interventions and supports. Data from SEL, academic, and behavioral assessments were examined retrospectively to illustrate the potential value of integrating assessments and interventions across domains. The discussion offers implications for ongoing efforts to develop and implement tiered response models through interdisciplinary collaboration among school mental health professionals. 相似文献
11.
Dimiter M. Dimitrov 《Peabody Journal of Education》2013,88(4):637-653
This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation investigates changes in student mathematics and science achievement across three school years, 2002–03, 2003–04, and 2004–05, for MSP-related schools using Management Information System data with the Annual K-12 District Survey. First, changes in percentages of students (at or above) proficient on state assessments in math and science were investigated by gender, ethnicity, special education, and students with limited English proficiency using schools for which data were available for all three years. The results indicated that MSP schools continued to show improvement in student math and science proficiency over the three-year period. Second, schools were examined by frequency and effect size of increase, decrease, or no change in student math and science proficiency from the “start” (2002–03) to the “end” (2004–05) of the period for this study. The schools with positive changes were in much higher numbers and higher mean effect size of change compared to schools with negative (or no) changes in student math and science proficiency. Third, the relationship between the schools' targeted teacher participation in MSP-related activities over the entire period of three years and the student math and science proficiency at the “end” year of this period (2004–05) was also investigated. It was found that this relationship was positive and significant for the elementary and high schools, but there was no evidence for its significance at the middle school level. 相似文献
12.
The goal of the present study is to extend previous research on the developmental trajectory of intrinsic reading motivation during early adolescence. Using large-scale panel data on secondary school students in Germany, we examined: (1) the longitudinal measurement invariance of intrinsic reading motivation, (2) the generalizability of the developmental trajectory of intrinsic reading motivation across students’ gender, parental socioeconomic status (SES), and school tracks (academic vs. vocational), and (3) the associations between the developmental trajectory of intrinsic reading motivation and the developmental trajectory of reading proficiency. The scale we used to measure intrinsic reading motivation showed the (strict) measurement invariance across six occasions of measurement from Grades 5 to 10, indicating the high structural similarity (e.g., factor loadings, intercepts) of intrinsic reading motivation during early adolescence. Our analyses of latent growth curve models also confirm previous findings that students tend to experience a steady and significant linear decline in intrinsic reading motivation from Grades 5 to 10. This developmental decline also seems to be more pronounced in size (Δ = − 0.772, p < .001) than previously reported. The developmental decline in intrinsic reading motivation was observed irrespective of students’ gender, parental SES, and school tracks. Male students expressed lower mean-levels of intrinsic reading motivation across the waves and exhibited a steeper motivational decline compared to female students. Despite mean-level differences across the waves, students showed similar degrees of a motivational decline across parental SES and school tracks. Finally, the larger decline in students’ intrinsic reading motivation was associated with the smaller growth of their reading proficiency from Grades 5 to 10. Our study provides further support for the high prevalence of the developmental decline in intrinsic reading motivation during early adolescence, its generalizability across students’ demographic characteristics, and its implications for the development of reading proficiency. 相似文献
13.
The comprehension of connectives, which still develops across primary school age, is an important facet of academic language proficiency. We investigated relations between the comprehension of connectives and school performance in primary school. Drawing on two cohorts with a total of 294 students and two measurement points either in Grades 2 and 3 (Cohort 1; n = 139) or in Grades 3 and 4 (Cohort 2; n = 155), we found positive effects of children's performance on a newly developed test on the comprehension of connectives on reading comprehension and mathematics one year later while considering, amongst others, the families' socioeconomic status, children's nonverbal cognitive abilities, and receptive grammar. Overall, data showed even more pronounced effects of the comprehension of connectives on test scores compared to school grades. Results are discussed with respect to the specific importance of the comprehension of connectives for school performance in primary school. 相似文献
14.
Using national data from the 2007–08 School and Staffing Survey, we compared the relationships between parental involvement and school outcomes related to adequate yearly progress (AYP) in urban, suburban, and rural schools. Parent-initiated parental involvement demonstrated significantly positive relationships with both making AYP and staying off the category of schools in need of mandatory improvement across urban, suburban, and rural schools, whereas school-initiated parental involvement demonstrated significantly negative relationships with both outcomes across urban and suburban schools. We tested school website as a way of communication with parents. Frequency of updates of school website was significantly positive across both outcomes but for urban schools only. We also tested school support for involvement of parents with limited English proficiency (LEP). Provision of translators to parents with LEP was not statistically significant. Provision of translated materials to parents with LEP was significantly positive only on making AYP only for urban schools. 相似文献
15.
New Zealand’s rapid emergence as a late‐modern, neo‐liberal society following 1984 led to a transformation in the institutional infrastructure for youth transitions from school to post‐school worlds. Our research focuses on the ways that young people born after 1984 craft identities in transition. We investigate their perspectives on transition in their last year of school, and the processes by which they make choices about post‐school destinations. In particular, we examine the extent to which the transitions they negotiate are shaped by the institutional infrastructure for transition established by policy. Expecting some degree of mismatch between the complexities of participants’ lives and the linear transition process implicit in policy, we found instead a combination of traditional assumptions (that transition would be a straightforward, linear process) and late‐modern assumptions (about the construction of elective biographies through active choice). These combined to produce a particular perception of risk among participants. 相似文献
16.
A broad literature seeks to assess the importance of schools, proxies for school quality, and family background on children's achievement growth using the education production function. Using rich data from the Philippines, we introduce and estimate a model that imposes little structure on the relationship between intake achievement and follow-up achievement and evaluate school performance based on this estimated relationship. Our methods nest typical value-added specifications that use test score gains as the outcome variable and models assuming linearity in the relationship between intake and follow-up scores. We find evidence against the use of value-added models for our data and show that such models give very different assessments of school performance in the Philippines. Using a variety of tests we find that schools matter in the production of student achievement, though variation in performance across schools only explains about 4.4–5.3% of the total (conditional) variation in follow-up achievement. Schools providing basic facilities—in particular schools providing electricity—are found to perform much better in the production of achievement growth. 相似文献
17.
Gerry J. Reezigt Henk Guldemond Bert P.M. Creemers 《School Effectiveness & School Improvement》2013,24(2):193-216
Educational effectiveness research is often criticised because of the absence of a theoretical background. In our study we started out from an educational effectiveness model which was developed on the basis of educational theories and empirical evidence. We have tested the main assumptions of the model by reanalysing a large-scale longitudinal dataset which contains elementary school data of subsequent student cohorts, their teachers and their schools. We found some expected positive effects on achievement of individual classroom and school factors in the effectiveness model but these were not stable across school subjects and student cohorts. When factors were grouped into clusters the findings remained essentially the same. To interpret the clusters we made use of the concept of consistency, which refers to a balance between factors which may enhance effectiveness. Some teachers and schools are more consistent than others, but this does not affect the achievement of their students. Cross-level interaction effects were not found. The instability of effects makes it hard to suggest changes in the model at this moment. 相似文献
18.
Bidya Raj Subedi 《Educational Research and Evaluation》2013,19(4):327-348
This study used an analysis of variance (ANOVA)-like approach to predict reading proficiency with student, teacher, and school-level predictors based on a 3-level hierarchical generalized linear model (HGLM) analysis. National Assessment of Educational Progress (NAEP) 2000 reading data for 4th graders sampled from 46 states of the United States of America were used. The study found that both the rich and poor minority students in a rich school benefited the most in reading performance, whereas rich and average socioeconomic status non-minority students in a rich school being taught in the non-crowded classroom achieved considerably high in reading proficiency. Based on the 3-level HGLM analysis, the ANOVA-like approach enabled the researchers to predict reading proficiency and interpret predictors' effects in a simple fashion. 相似文献
19.
本研究对比了分离型和融入型形式聚焦教学时机对不同英语水平学习者语法习得的效果。126名初中生被分为分离组、融入组和控制组,每组学生又被分为高低水平组。所有学生完成错误改正题的前测、即时和延时后测。结果表明,两种时机对不同水平学习者都有促进作用,对高水平学习者效果更明显,分离型效果更好。对高水平学习者,分离型的即时和延时效果都好于融入型;对低水平学习者,两种时机的即时效果没有区别,但分离型延迟效果更好。 相似文献
20.
Models to assess mediation in the pretest–posttest control group design are understudied in the behavioral sciences even though it is the design of choice for evaluating experimental manipulations. The article provides analytical comparisons of the four most commonly used models to estimate the mediated effect in this design: analysis of covariance (ANCOVA), difference score, residualized change score, and cross-sectional model. Each of these models is fitted using a latent change score specification and a simulation study assessed bias, Type I error, power, and confidence interval coverage of the four models. All but the ANCOVA model make stringent assumptions about the stability and cross-lagged relations of the mediator and outcome that might not be plausible in real-world applications. When these assumptions do not hold, Type I error and statistical power results suggest that only the ANCOVA model has good performance. The four models are applied to an empirical example. 相似文献