ethanporcaro/eric-fulltext-meta huggingface dataset:
Application of a General Polytomous Testlet Model to the Reading Section of a Large-Scale English Language Assessment. Research Report. ETS RR-10-21
Author: Li, Yanmei
Date: 2010-09-00
Type: Reports - Research
Subjects: English,Language Tests,Reading Tests,Item Response Theory,Models,Goodness of Fit,Test Reliability

Many standardized educational tests include groups of items based on a common stimulus, known as &quot;testlets&quot;. Standard unidimensional item response theory (IRT) models are commonly used to model examinees' responses to testlet items. However, it is known that local dependence among testlet items can lead to biased item parameter estimates when using standard IRT models, and to overestimated reliability. In this study, a general polytomous testlet model was proposed to account for local dependence in testlet-based tests that contain both dichotomously and polytomously scored items. The proposed model and a standard IRT model were fit to simulated data and several real data sets from the reading sections of a large-scale English-language test, and model fit was evaluated. Item parameters and test information obtained from the two models were compared to check the impact of local item dependence. In addition, a multidimensional IRT model with simple structure was also fit to the real data sets. Results based on both simulated and real data suggested that local dependence had a small impact on item parameter estimates and a relatively larger impact on test information and reliability. It was also found that the multidimensional IRT model with simple structure fit the real data sets better than the general polytomous testlet model and the standard IRT model did. An Example of SAS Code Used for Estimating the General Polytomous Testlet Model, the 2PL/GPCM Model, and the Multidimensional IRT Model with Simple Structure is appended. (Contains 3 figures and 10 tables.)
Examining Two Strategies to Link Mixed-Format Tests Using Multiple-Choice Anchors. Research Report. ETS RR-10-18
Author: Walker, Michael E.
Date: 2010-07-00
Type: Reports - Research
Subjects: Equated Scores,Test Format,Multiple Choice Tests,Statistical Analysis,Statistical Inference,Sampling,Regression (Statistics)

This study examined the use of an all multiple-choice (MC) anchor for linking mixed format tests containing both MC and constructed-response (CR) items, in a nonequivalent groups design. An MC-only anchor could effectively link two such test forms if either (a) the MC and CR portions of the test measured the same construct, so that the MC anchor adequately represented the entire test, or (b) the relationship between the MC portion and the total test remained constant across the new and reference linking groups. The study also evaluated whether linking mixed-format tests through MC-only anchors would be more effective than a two-stage strategy in which MC portions were equated through MC anchors and then composite scores were scaled to the MC scores. Anchor linking and two-stage linking yielded identical (or nearly so) results for both linear and nonlinear chained linking methods. With post-stratification linking methods the two-stage strategy resulted in smaller bias. The paper discusses some advantages of both approaches. (Contains 10 figures, 5 tables and 2 notes.)
Measurement Issues in State Achievement Comparisons. Research Report. ETS RR-10-19
Author: Zwick, Rebecca
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: National Competency Tests,Academic Achievement,Educational Policy,Federal Legislation,Politics of Education,State Standards,Standardized Tests,Achievement Rating,Test Interpretation,Testing

Political perspectives on the advisability of state achievement comparisons have changed substantially over the last half-century. As Selden (2004) noted regarding the National Assessment of Educational Progress (NAEP), &quot;[w]hen it began in the 1960s, NAEP specifically was designed &quot;not&quot; to provide comparisons among states. This was done for political reasons, so that the assessment program would be palatable to the educational community and to the states&quot; (p. 195). During the No Child Left Behind Era, state comparisons were complicated by the use of tests and proficiency standards that differed across states. Because of today's Common Core Standards Initiative, state comparisons are once again at the forefront of educational policy discussions. The initiative brings with it both significant opportunities and substantial psychometric challenges.
Limits on the Accuracy of Linking. Research Report. ETS RR-10-22
Author: Haberman, Shelby J.
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Testing Programs,Equated Scores,Sampling,Accuracy,Error of Measurement,Test Items,Evaluation Problems,Testing Problems

Sampling errors limit the accuracy with which forms can be linked. Limitations on accuracy are especially important in testing programs in which a very large number of forms are employed. Standard inequalities in mathematical statistics may be used to establish lower bounds on the achievable inking accuracy. To illustrate results, a variety of equating problems are considered. (Contains 1 table.)
The Use of Two Anchors in Nonequivalent Groups with Anchor Test (NEAT) Equating. Research Report. ETS RR-10-23
Author: Moses, Tim
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Equated Scores,Data Collection,Statistical Analysis,Differences,Multiple Choice Tests

In the equating literature, a recurring concern is that equating functions that utilize a single anchor to account for examinee groups' nonequivalence are biased when the groups are extremely different and/or when the anchor only weakly measures what the tests measure. Several proposals have been made to address this equating bias by incorporating more than one anchor into nonequivalent groups with anchor test (NEAT) equating functions. These proposals have not been extensively considered or comparatively evaluated. This study evaluates three methods for incorporating more than one anchor into NEAT equating functions, including poststratification, imputation, and propensity score matching. The three methods are studied and compared in two examples. The implications for using the three equating approaches in practice and for developing alternative strategies to incorporate two anchors are discussed. (Contains 19 figures, 8 tables and 3 notes.)
Measuring Multidimensional Latent Growth. Research Report. ETS RR-10-24
Author: Rijmen, Frank
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Tests,Statistical Analysis,Models,Measurement,Data Collection,Computation,Item Response Theory,Graphs,Probability,Markov Processes

As is the case for any statistical model, a multidimensional latent growth model comes with certain requirements with respect to the data collection design. In order to measure growth, repeated measurements of the same set of individuals are required. Furthermore, the data collection design should be specified such that no individual is given the same item twice, while at the same time allowing for common items over time so that different measurement occasions can be linked. An example of such a data collection design is presented. A computational challenge arises due to the high dimensional nature of a multidimensional latent growth model. Not only are there multiple dimensions within each measurement occasion, but insofar not all individuals change at the same rate for a given construct, that construct will also give rise to multiple dimensions over time. Fortunately, the computational burden can be overcome insofar as one is willing to incorporate assumptions on the latent structure, such as a bifactor or higher order structure within measurement occasions, and the assumption that the construct at a particular time point is independent of the construct at all previous time points given the construct at the immediately preceding time point (first order Markov assumption). (Contains 16 figures and 1 table.)
Outlook. Number 367
Author: Council for American Private Education
Date: 2011-09-00
Type: Collected Works - Serial
Subjects: Private Education,Private Schools,Elementary Secondary Education,School Choice,Early Childhood Education,United States History,Geography,Professional Associations,Academic Achievement,Achievement Gains,Scores,Educational Development,School Restructuring

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. "Outlook" is published monthly by CAPE. This issue contains the following articles: (1) Historic Year for School Choice; (2) Above-Average Scores in Geography and U.S. History; (3) Early Learning; and (4) CAPE Notes.
Beginning Teacher Attrition and Mobility: Results from the First through Third Waves of the 2007-08 Beginning Teacher Longitudinal Study. First Look. NCES 2011-318
Author: Kaiser, Ashley
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Public Schools,Mentors,Public School Teachers,Teacher Persistence,Faculty Mobility,Beginning Teachers,Longitudinal Studies,Elementary Secondary Education,Teacher Surveys,Followup Studies,Questionnaires,National Surveys,Predictor Variables,Response Rates (Questionnaires)

While the National Center for Education Statistics (NCES) has conducted surveys of attrition and mobility among school teachers for two decades, little was known specifically about the early career patterns of beginning teachers. In order to inform discussions and decisions among policymakers, researchers, and parents, the Beginning Teacher Longitudinal Study (BTLS), sponsored by NCES of the Institute of Education Sciences within the U.S. Department of Education, was initiated as a longitudinal study of public school teachers who began teaching in 2007 or 2008. This report is a first look at data from the first three waves of data collection. The purpose of this report is to introduce new NCES data through the presentation of tables containing descriptive information. Only selected findings are presented and not all differences in the tables are discussed in the text. Selected findings include: (1) Of the teachers who began teaching in public schools in 2007 or 2008, about 10 percent were not teaching in 2008-09, and 12 percent were not teaching in 2009-10 (table 1); (2) Among beginning public school teachers who were assigned a mentor in 2007-08, about 8 percent were not teaching in 2008-09 and 10 percent were not teaching in 2009-10. In contrast, among the beginning public school teachers who were not assigned a mentor in 2007-08, about 16 percent were not teaching in 2008-09 and 23 percent were not teaching in 2009-10 (table 2); (3) Approximately 93 percent of beginning public school teachers who were earning less than $40,000 in 2008-09 remained teachers in 2009-10, and about 96 percent of beginning public school teachers who were earning $40,000 or more in 2008-09 remained teachers in 2009-10 (table 3); (4) Of the beginning public school teachers, about 74 percent were teaching in the same school in 2009-10 as in the previous school year (stayers), about 10 percent were teaching in a different school in 2009-10 than the previous school year (movers), about 3 percent had returned to teaching in 2009-10 after a year of not teaching (returners), and about 12 percent were not teaching in 2009-10 (table 4); and (5) Approximately 21 percent of 2008-09 movers and 27 percent of 2009-10 movers moved across schools because their contract was not renewed. About 31 percent of 2008-09 leavers and 35 percent of 2009-10 leavers left the teaching profession because their contract was not renewed (table 5). Appended are: (1) Standard Error Tables; (2) Methodology and Technical Notes; and (3) Description of Variables. (Contains 14 tables, 1 exhibit and 7 footnotes.)
The Condition of College and Career Readiness, 2011: Michigan
Author: ACT, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Need,Achievement Rating,Achievement Tests,Academic Achievement,Alignment (Education),Aspiration,Benchmarking,Career Development,Change Strategies,College Preparation,College Readiness,Core Curriculum,Developmental Studies Programs,Educational Assessment,Educational Attainment,Educational Indicators,Educational Resources,Employment Potential,Ethnicity,Evaluation Needs,High School Graduates,Higher Education,Job Training,Partnerships in Education,Race,School Statistics,Student Participation

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the state of Michigan is designed to help inform the following questions that are driving national efforts to strengthen P-16 education: (1) Are students prepared for college and career?; (2) Are enough students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger students on target for college and career?; and (5) What other dimensions of college and career readiness should states track? (Contains 5 endnotes.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2011&quot;, see ED522992.]
The Condition of College and Career Readiness, 2011: Illinois
Author: ACT, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Need,Achievement Rating,Achievement Tests,Academic Achievement,Alignment (Education),Aspiration,Benchmarking,Career Development,Change Strategies,College Preparation,College Readiness,Core Curriculum,Developmental Studies Programs,Educational Assessment,Educational Attainment,Educational Indicators,Educational Resources,Employment Potential,Ethnicity,Evaluation Needs,High School Graduates,Higher Education,Job Training,Partnerships in Education,Race,School Statistics,Student Participation

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the state of Illinois is designed to help inform the following questions that are driving national efforts to strengthen P-16 education: (1) Are students prepared for college and career?; (2) Are enough students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger students on target for college and career?; and (5) What other dimensions of college and career readiness should states track? (Contains 5 endnotes.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2011,&quot; see ED522992.]
The Condition of College and Career Readiness, 2011: District of Columbia
Author: ACT, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Need,Achievement Rating,Achievement Tests,Academic Achievement,Alignment (Education),Aspiration,Benchmarking,Career Development,Change Strategies,College Preparation,College Readiness,Core Curriculum,Developmental Studies Programs,Educational Assessment,Educational Attainment,Educational Indicators,Educational Resources,Employment Potential,Ethnicity,Evaluation Needs,High School Graduates,Higher Education,Job Training,Partnerships in Education,Race,School Statistics,Student Participation

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the District of Columbia is designed to help inform the following questions that are driving national efforts to strengthen P-16 education: (1) Are students prepared for college and career?; (2) Are enough students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger students on target for college and career?; and (5) What other dimensions of college and career readiness should states track? (Contains 5 endnotes.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2011,&quot; see ED522992.]
The Condition of College and Career Readiness, 2011: Idaho
Author: ACT, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Need,Achievement Rating,Achievement Tests,Academic Achievement,Alignment (Education),Aspiration,Benchmarking,Career Development,Change Strategies,College Preparation,College Readiness,Core Curriculum,Developmental Studies Programs,Educational Assessment,Educational Attainment,Educational Indicators,Educational Resources,Employment Potential,Ethnicity,Evaluation Needs,High School Graduates,Higher Education,Job Training,Partnerships in Education,Race,School Statistics,Student Participation

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the state of Idaho is designed to help inform the following questions that are driving national efforts to strengthen P-16 education: (1) Are students prepared for college and career?; (2) Are enough students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger students on target for college and career?; and (5) What other dimensions of college and career readiness should states track? (Contains 5 endnotes.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2011,&quot; see ED522992.]
The Condition of College and Career Readiness, 2011: Colorado
Author: ACT, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Need,Achievement Rating,Achievement Tests,Academic Achievement,Alignment (Education),Aspiration,Benchmarking,Career Development,Change Strategies,College Preparation,College Readiness,Core Curriculum,Developmental Studies Programs,Educational Assessment,Educational Attainment,Educational Indicators,Educational Resources,Employment Potential,Ethnicity,Evaluation Needs,High School Graduates,Higher Education,Job Training,Partnerships in Education,Race,School Statistics,Student Participation

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the state of Colorado is designed to help inform the following questions that are driving national efforts to strengthen P-16 education: (1) Are students prepared for college and career?; (2) Are enough students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger students on target for college and career?; and (5) What other dimensions of college and career readiness should states track? (Contains 5 endnotes.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2011,&quot; see ED522992.]
The Condition of College and Career Readiness, 2011: Arkansas
Author: ACT, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Need,Achievement Rating,Achievement Tests,Academic Achievement,Alignment (Education),Aspiration,Benchmarking,Career Development,Change Strategies,College Preparation,College Readiness,Core Curriculum,Developmental Studies Programs,Educational Assessment,Educational Attainment,Educational Indicators,Educational Resources,Employment Potential,Ethnicity,Evaluation Needs,High School Graduates,Higher Education,Job Training,Partnerships in Education,Race,School Statistics,Student Participation

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the state of Arkansas is designed to help inform the following questions that are driving national efforts to strengthen P-16 education: (1) Are students prepared for college and career?; (2) Are enough students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger students on target for college and career?; and (5) What other dimensions of college and career readiness should states track? (Contains 5 endnotes.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2011,&quot; see ED522992.]
The Condition of College and Career Readiness, 2011: Connecticut
Author: ACT, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Need,Achievement Rating,Achievement Tests,Academic Achievement,Alignment (Education),Aspiration,Benchmarking,Career Development,Change Strategies,College Preparation,College Readiness,Core Curriculum,Developmental Studies Programs,Educational Assessment,Educational Attainment,Educational Indicators,Educational Resources,Employment Potential,Ethnicity,Evaluation Needs,High School Graduates,Higher Education,Job Training,Partnerships in Education,Race,School Statistics,Student Participation

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the state of Connecticut is designed to help inform the following questions that are driving national efforts to strengthen P-16 education: (1) Are students prepared for college and career?; (2) Are enough students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger students on target for college and career?; and (5) What other dimensions of college and career readiness should states track? (Contains 5 endnotes.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2011,&quot; see ED522992.]
The Condition of College and Career Readiness, 2011: Hawaii
Author: ACT, Inc.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Need,Achievement Rating,Achievement Tests,Academic Achievement,Alignment (Education),Aspiration,Benchmarking,Career Development,Change Strategies,College Preparation,College Readiness,Core Curriculum,Developmental Studies Programs,Educational Assessment,Educational Attainment,Educational Indicators,Educational Resources,Employment Potential,Ethnicity,Evaluation Needs,High School Graduates,Higher Education,Job Training,Partnerships in Education,Race,School Statistics,Student Participation

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the state of Hawaii is designed to help inform the following questions that are driving national efforts to strengthen P-16 education: (1) Are students prepared for college and career?; (2) Are enough students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger students on target for college and career?; and (5) What other dimensions of college and career readiness should states track? (Contains 5 endnotes.) [For the main report, &quot;The Condition of College &amp; Career Readiness, 2011,&quot; see ED522992.]