ethanporcaro/eric-fulltext-meta huggingface dataset:
Performance Assessments: How State Policy Can Advance Assessments for 21st Century Learning. White Paper
Author: Parsi, Ace
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Educational Assessment,State Policy,Performance Based Assessment,Sustainability,Test Reliability,Accountability,Alignment (Education),Measurement Objectives,Equal Education,Program Implementation,Educational Finance,Educational Policy,Test Use,Elementary Secondary Education

Employers, postsecondary institutions, and civic leaders are urging greater focus on 21st century skills essential for college, career, and civic success: problem solving, interpersonal skills, and collaboration, among others. In response to these demands, states across the country are working to realign policies--on learning standards, assessments, and human capital strategies--to set a new course for their state education systems. Many states are reconsidering their assessment strategies and asking whether existing assessments are designed to be the barometer, resource, and engine for learning necessary to support the new demands on students. To address gaps in existing assessments, many states are considering the role of performance assessments--assessments that require students to craft solutions to problems by constructing an answer, producing a product, or performing an activity rather than selecting from a list of multiple-choice answers--within their statewide assessment strategies. By requiring students to complete multifaceted tasks, these assessments can better support 21st century learning. This report is intended to familiarize state boards of education with performance assessments and help state board members and other policymakers address some of the thorniest issues around these assessments: purpose, sustainability, reliability, accountability, policy alignment, equity, professional practice, and implementation. The report ends with a set of discussion questions so that each state can begin to analyze barriers and opportunities toward effective implementation of these assessments.
College Access and Success among High School Graduates Taking the SAT®: Latino Students. Research Note 2013-3
Author: McKillip, Mary E. M.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: High School Graduates,Success,Access to Education,Hispanic American Students,College Entrance Examinations,College Bound Students,Enrollment Trends,Graduation Rate,Academic Ability,Academic Aspiration,Academic Achievement,Student Characteristics,College Attendance,Gender Differences,Parent Education,Language Usage,Educational Research

This report shows college enrollment and graduation trends among Latino SAT® takers who finished high school in 2004 and 2010 by various student characteristics including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high perceived ability, high assessed ability) were the most likely to enroll in four-year colleges within one year after graduating from high school in 2004 and in 2010. Students in these top categories among the 2004 cohort were also more likely to have graduated from a four-year college six years later. We found patterns seen previously in research: Females and students whose parents went to college tended to have more positive college outcomes. Additionally, we found an increase in SAT participation, Advanced Placement Program® (AP®) participation, two-year college enrollment, and an increase in students with high aspirations and self-perceived ability. These positive trends, combined with the finding that relationships between student characteristics and college enrollment in 2010 were quite similar to the relationships seen in 2004, suggest that an increased number of Latino students may graduate with college degrees in the coming years. We also find an increased proportion of Latino SAT takers who report bilingualism, suggesting that we may see an increased number of college graduates who are bilingual in the coming years as well.
Feasibility of Using the SAT® in Academic Guidance. Report No. 95-1. ETS RR No. 95-3
Author: Stricker, Lawrence J.
Date: 1995-00-00
Type: Reports - Research
Subjects: Feasibility Studies,College Entrance Examinations,Standardized Tests,Use Studies,Test Validity,Scores,Grades (Scholastic),Difficulty Level,Predictor Variables,Predictive Validity,Prediction,Academic Advising,Educational Counseling,College Students,Grade Point Average,Majors (Students)

This study appraised the validity of SAT scores, in combination with grades in high school courses and the number and difficulty level of these courses, in predicting college grades in various fields of study, with the objective of providing SAT takers with predictions of their academic performance in different fields for guidance purposes. The possible impact of this feedback on the flow of students into specific major fields was also assessed. Data on an entering class at a large state university provided the basis for the study. The SAT and collateral variables were able to predict college grades in different academic areas by taking into account marked variations in grade distributions among fields of study. These predictions could be potentially useful in academic guidance. Students' predicted grades in the various fields and their intended majors were unrelated. Most students received their highest predicted grades in the humanities, although few intended to major in this area. Hence, such feedback would probably stimulate students to take courses or major in the humanities. Table A-1--Standardized Regression Coefficients for Predicting Actual and Imputed GPAs for Three Fields of Study--is appended.
Differences in Strategies Used to Solve STEM-Equivalent Constructed-Response and Multiple-Choice SAT®-Mathematics Items. Report No. 95-3. ETS RR No. 96-20
Author: Katz, Irvin R.
Date: 1996-00-00
Type: Reports - Research
Subjects: Multiple Choice Tests,College Entrance Examinations,Problem Solving,Cognitive Style,STEM Education,Word Problems (Mathematics),Test Format,Test Items,Mathematical Aptitude,Difficulty Level,High School Students,Learning Strategies

This study investigated the strategies subjects adopted to solve STEM-equivalent SAT-Mathematics (SAT-M) word problems in constructed-response (CR) and multiple-choice (MC) formats. Parallel test forms of CR and MC items were administered to subjects representing a range of mathematical abilities. Format-related differences in difficulty were more prominent at the item level than for the test as a whole. At the item level, analyses of subjects' problem-solving processes appeared to explain differences as well as similarities. Although there may be good reasons for using constructed-response items in large-scale testing programs, multiple-choice questions of the sort studied here should provide measurement that is generally comparable to stem-equivalent constructed-response items. An appendix presents &quot;Item Stems and Multiple-Choice Options for Each Item Pair.&quot;
College Access and Success among High School Graduates Taking the SAT®: African American Students. Research Note 2013-5
Author: McKillip, Mary E. M.
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: College Attendance,Enrollment Trends,Graduation Rate,College Graduates,High School Graduates,Graduation,African American Students,Standardized Tests,Academic Achievement,Academic Ability,Self Concept,Student Characteristics,Gender Differences,Parent Background,Educational Attainment,Student Participation,Advanced Placement Programs,Two Year Colleges,Correlation,College Entrance Examinations,Language Usage,Grade Point Average

This report shows college enrollment and graduation trends among African American SAT® takers who finished high school in 2004 and 2010 by various student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories were the most likely to enroll in four-year colleges within one year after graduating from high school in 2004 and in 2010. Students in these top categories among the 2004 cohort were also more likely to graduate from a four-year college six years later. Also, African American females and students whose parents went to college tended to be more likely to enroll and graduate from college, although we did see increases in the proportion of males participating in the SAT as well as increases in examinees whose parents had a college degree. Additionally, we found an increase in SAT participation, Advanced Placement Program® (AP®) participation, two-year college enrollment, and an increase in SAT takers with high aspirations and self-perceived ability. These positive trends, combined with the finding that relationships between student characteristics and college enrollment in 2010 were often quite similar to the relationships seen in 2004, suggest that an increased number of African American students may graduate with college degrees in the coming years.
Consistency and Reliability in the Individualized Review of College Applicants. Research Notes. RN-20
Author: Shaw, Emily J.
Date: 2004-10-00
Type: Reports - Research
Subjects: College Applicants,College Admission,Interrater Reliability,Reliability,Individual Differences,Interviews,Program Improvement,Admission Criteria,Admissions Officers

In order for individualized review in college admissions to be fair, issues of consistency and reliability must be considered. There are a number of ways to assess interrater reliability, including calculating the composite reliability of readers, computing the proportion of times that readers make consistent ratings, and evaluating reader severity.
Correlates of Gender Differences in Cognitive Functioning. Report No. 96-03
Author: Wilder, Gita Z.
Date: 1996-00-00
Type: Reports - Research
Subjects: Correlation,Gender Differences,Educational Experience,Individual Development,Cognitive Ability,Biological Influences,Genetics,Child Development,Mathematical Aptitude,Sex Role,Sex Stereotypes,Socialization,Individual Differences,Intervention,Educational Environment,Influences,Neurological Organization,Neuropsychology

This report offers a broad overview of the three major categories of explanations of gender patterns in cognitive functioning. Two of the major categories are biological and psychosocial. The third category, explanations that have been attributed to differences in the educational experiences of men and women, is treated separately because while such explanations are most appropriately considered a subset of psychosocial factors, they have special significance in the context of assessing cognitive ability.
Distinctions among Classes of Linkages. Research Notes. RN-11
Author: Dorans, Neil J.
Date: 2000-12-00
Type: Reports - Research
Subjects: Statistical Analysis,Prediction,Scores,Standardized Tests,College Entrance Examinations,Classification,Scaling,Correlation,Equated Scores,Test Content,Comparative Analysis,Individual Differences

Distinctions were made between three classes of statistical linkage: equivalence, concordance, and prediction. These distinctions were based on rational content considerations and empirical statistical relationships. A large database involving SAT I and ACT scores was used to determine which type of linkage was best suited for different scores and composite scores.
Defining Group Membership: The Impact of Multiple versus Single Ethnic/Racial Categories on Testing Practices. Research Notes. RN-13
Author: Wendler, Cathy
Date: 2001-12-00
Type: Reports - Research
Subjects: Group Membership,Definitions,Cluster Grouping,Racial Differences,Ethnic Groups,Standardized Tests,College Entrance Examinations,Testing Programs,Test Bias,Multiracial Persons,Racial Identification

The SAT Program undertook two studies aimed at evaluating the impact of allowing students to indicate more than one ethnic/racial category. Results of this study indicated that there is little impact on DIF [differential item functioning] analyses when different definitions of ethnic/racial classifications are used compared to traditionally defined classifications. Until the percentage of students representing multiple ethnic/racial categories increases, it is unlikely that current testing practices need to be modified.
A State of Engagement: NASBE Study Group on Student Engagement
Author: Parsi, Ace
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Learner Engagement,Teacher Role,Parent Role,Community Role,Faculty Development,Educational Environment,Individualized Instruction,Cooperation,Stakeholders,Parent School Relationship,School Community Relationship,Student Attitudes,Feedback (Response),School Safety,Communities of Practice,Teacher Collaboration,Social Development,Emotional Development,Partnerships in Education

Education is a $600 billion-a-year enterprise, but the investments states make in education will not benefit students unless they are physically and mentally present in the classroom. Too many students are not. In this report, the National Association of State Boards of Education asks policymakers to promote student engagement through a suite of policy changes. The report explores the behavioral, emotional, and cognitive dimensions of student engagement and the role peers, educators, school environments, parents and communities play in helping students become invested in their own learning. The report finds that an educational system that more meaningfully engages students will require state policymakers to act. Five policy actions are recommended: (1) Promote measures of educational success that emphasize student engagement; (2) Back an educator preparation, learning, and support continuum that empowers school leaders, teachers, and other staff to facilitate more engaging experiences for students; (3) Advance school climate guidelines that build an environment more conducive to student engagement; (4) Invest in school structures that help personalize student learning and thereby expand student engagement; and (5) Encourage collaboration between schools, parents and other community stakeholders to address students' comprehensive needs. Several states have made great progress toward these goals: Illinois routinely gathers student feedback on school learning conditions and climate, while Maryland is developing a statewide measurement system to assess school safety and student engagement. North Carolina and Delaware have established professional learning communities that foster teacher collaboration. Kansas has made headway on developing social, emotional and character development standards. Kentucky and others have invested in personalized learning strategies, and West Virginia and Connecticut seek out constructive community partnerships and have established structures for more open communications. An appendix provides video links.
Effects of Total SAT® Test Time on Performance and Fatigue. Research Notes. RN-37
Author: Ackerman, Phillip L.
Date: 2005-05-00
Type: Reports - Research
Subjects: College Entrance Examinations,Fatigue (Biology),Time,Personality Traits,Student Motivation,Individual Differences,High School Students,Testing,Environmental Influences,Questionnaires,Student Attitudes,Scores,Comparative Analysis,Correlation,College Bound Students,Timed Tests

The current study was designed to examine performance effects and fatigue effects associated with different total SAT testing times. In addition, the researchers examined personality, motivation, and other determinants of individual differences in examinee fatigue before, during, and after testing.
Ensuring Comparable Scores on the SAT® I: Reasoning Test. Research Notes. RN-14
Author: Lawrence, Ida M.
Date: 2001-12-00
Type: Reports - Descriptive
Subjects: Scores,Comparative Analysis,Standardized Tests,College Entrance Examinations,Cognitive Tests,Test Format,Statistical Analysis,Equated Scores,Scoring Formulas,Rating Scales,Academic Achievement,Test Items,Test Interpretation

The SAT® I: Reasoning Test is administered seven times a year. Primarily for security purposes, several different test forms are given at each administration. How is it possible to compare scores obtained from different test forms and from different test administrations? The purpose of this paper is to provide an overview of the statistical procedures used to produce comparable scores on different forms of the SAT I.
Colleges and Universities That Do Not Require SAT® or ACT Scores. Research Notes. RN-18
Author: Milewski, Glenn B.
Date: 2002-09-00
Type: Reports - Research
Subjects: Standardized Tests,Colleges,Admission Criteria,College Admission,Educational Policy,College Entrance Examinations,Institutional Characteristics,Competition,Trend Analysis,Educational Practices,Statistical Data

In recent years, conflicting reports have circulated about the number of colleges and universities that have made standardized tests optional, rather than required, for admission. The National Center for Fair and Open Testing, or FairTest, has widely publicized a list of 391 colleges and universities that, it claims, do not require admissions tests for admitting substantial numbers of students into bachelor degree programs. In this study, the number of such institutions are reanalyzed by examining colleges and universities that have SAT or ACT optional policies for making admissions decisions. Additionally, the characteristics of institutions on the FairTest list--including the type of institutions and the competitiveness of their admissions policies--are compared with all four-year U.S. colleges.
Effects of Extra Time on Performance on New SAT® Questions. Research Notes. RN-33. ETS RM-07-02
Author: Bridgeman, Brent
Date: 2007-08-00
Type: Reports - Research
Subjects: College Entrance Examinations,Timed Tests,Standardized Tests,Time,Grade 11,High School Students,Scores,Statistical Analysis,Student Characteristics,Racial Differences,Ethnic Groups,Gender Differences,Academic Ability,Reading Achievement,Writing Achievement,Mathematics Achievement

This study took an experimental approach to evaluating test speededness. In order to assess the benefits of extra time (or the penalty of strict time limits) on new SAT scores, sections that were designed to be administered with a 25-minute time limit were administered with a 40-minute time limit (or slightly more than time and a half) as part of the SAT field trial that was administered to thousands of eleventh-grade students in the spring of 2003.
College Access and Success among High School Graduates Taking the SAT®: Native American Students. Research Note 2013-4
Author: McKillip, Mary E. M.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Access to Education,High School Graduates,American Indian Students,College Entrance Examinations,College Bound Students,Success,Enrollment Trends,Graduation Rate,Student Characteristics,Academic Achievement,Academic Aspiration,Academic Ability,Cohort Analysis,College Attendance,Gender Differences,Parent Education,Language Usage

This report shows college enrollment and graduation trends among Native American SAT® takers who finished high school in 2004 and 2010 by various student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high perceived ability, high assessed ability) were the most likely to enroll in four-year colleges within one year after graduating from high school in 2004 and in 2010. Students in these top categories among the 2004 cohort were also more likely to graduate from a four-year college six years later. We found patterns seen in previous research: Female students and students whose parents went to college tended to have more positive college outcomes. Additionally, we found some positive trends among Native American SAT takers when comparing 2004 with 2010: increases in Advanced Placement Program® (AP®) participation and scores of 3 or higher, in four-year college enrollment, and in the number of students whose parents have college degrees. These positive trends, combined with the finding that relationships between student characteristics and college enrollment in 2010 were often quite similar to the relationships seen in 2004, suggest that an increased number of Native American students may graduate with college degrees in the coming years.
College Access and Success among High School Graduates Taking the SAT®: Asian American Students. Research Note 2013-8
Author: McKillip, Mary E. M.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Access to Education,Success,High School Graduates,College Entrance Examinations,College Bound Students,Asian American Students,Educational Research,Student Characteristics,Academic Achievement,Academic Ability,Academic Aspiration,Graduation Rate,Enrollment Rate,Trend Analysis,Attendance,Parent Education,Language Usage,Gender Differences

This report shows college enrollment and graduation trends among Asian American SAT® takers who finished high school in 2004 and 2010 by student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high-perceived ability, high-assessed ability) were the most likely to enroll in four-year colleges within one year after graduating high school in 2004 and in 2010. Students in these top categories among the 2004 cohort were also more likely to graduate from a four-year college six years later. We find positive trends among Asian American SAT takers when comparing 2004 to 2010. Asian American students participated at a high rate on the SAT and AP® in both years, with increases from 2004 to 2010 in these participation rates as well as in the proportion of students scoring a 3 or higher on an AP Exam. Asian American SAT takers have high and stable college enrollment rates, and we found an increase among SAT takers in students with high aspirations and self-perceived ability. These positive trends, combined with the finding that relationships between student characteristics and college enrollment in 2010 were often quite similar to the relationships seen in 2004, suggest that an increased number of Asian American students may be graduating with college degrees in the coming years. We also find an increased proportion of Asian American SAT takers who report bilingualism, suggesting that we may see an increased number of college graduates who are bilingual in the coming years as well.