ethanporcaro/eric-fulltext-meta huggingface dataset:
An Effort to Close Achievement Gaps at Scale through Self-Affirmation
Author: Borman, Geoffrey D.
Date: 2013-00-00
Type: Reports - Research
Subjects: Achievement Gap,Self Concept,African American Students,Hispanic American Students,White Students,Gender Differences,Mathematics Achievement,Stereotypes,Intervention,Control Groups,Experimental Groups,Comparative Analysis,Scores,Middle School Students,Program Effectiveness,Racial Differences,Writing Exercises,Grade 6,Grade 7

This study addresses closing the academic performance gaps between African American and Latino students and their White counterparts, and between girls and boys in mathematics. Of the various models and theories of these social inequalities that have been advanced in literature, one particularly compelling line of research concerns the idea of &quot;stereotype threat&quot;--the apprehension individuals experience when confronted with a personally relevant stereotype that threatens their social identity or self-esteem. A number of research programs suggest that interventions aimed at reducing stereotype threat can attenuate its effects in school-based contexts, yielding significant gains in test scores. Specifically, individuals can manage threatening situations by shoring up their self-concept--a strategy known as &quot;compensatory self-inflation&quot; or &quot;self-affirmation.&quot; This study assessed the achievement impacts of this stereotype threat-reduction intervention relative to a control group condition on the test scores of nearly 1,000 middle-school students in the Madison (Wisconsin) Metropolitan School District. Findings show no evidence that the self-affirmations closed the Black-White achievement gap. However, gender and ethnic group moderated the impact of self-affirmation; the variation in achievement by gender and ethnicity appears to be slighter in the self-affirmation condition. The proposed work may have important implications for education policy and practice in the state. Moreover, the cost-effective intervention strategies described in this study--each involving simple 15-minute writing exercises--could easily be replicated and implemented across the United States, with the potential to help close the persistent achievement gaps within other school systems across the country. Tables and figures are appended.
The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity. Research Report 2012-2
Author: Kobrin, Jennifer L.
Date: 2012-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,Performance,Standardized Tests,Student Characteristics,Critical Reading,Reading,Reading Skills,Mathematics Skills,Writing Skills,Comparative Analysis,Gender Differences,Racial Differences,Ethnic Groups,Language Usage,Predictive Validity,Grade Point Average,College Freshmen

This study examines student performance on the SAT and SAT Subject Tests in order to identify groups of students who score differently on these two tests, and to determine whether certain demographic groups score higher on one test compared to the other. Discrepancy scores were created to capture individuals' performance differences on the critical reading, mathematics, and writing sections of the SAT and selected Subject Tests that were deemed the most comparable (such as the SAT critical reading section and the Subject Test in Literature; the SAT mathematics section and the Mathematics Level 1 and Mathematics Level 2 Subject Tests). The percentage of students with discrepant scores was compared for each SAT-Subject Test pair, overall and by gender, racial/ethnic, and best spoken language subgroups. Next, the predictive validity of SAT and Subject Test scores for predicting first-year college/university grade point average (FYGPA) was compared for students with and without discrepant scores. The results demonstrate that the percentage of students with discrepant SAT and Subject Test scores is small, especially for the tests that are most similar in terms of content. The validity of the SAT and SAT Subject Tests for predicting FYGPA varies according to the assessment on which a student scored higher relative to the other, and the pattern of results varies for the different SAT-Subject Test pairs. In all cases, however, SAT and Subject Test scores each have incremental predictive power over the other. This study provides evidence that each test provides distinct information that may be useful in the college admission process. As such, joint consideration of these two test scores in college admission is warranted. Estimates of Standard Error of Difference (SED) and Effective Significance Levels is appended.
The Relationship between SAT® Scores and Retention to the Fourth Year: 2006 SAT Validity Sample. Statistical Report 2011-6
Author: Mattern, Krista D.
Date: 2011-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,Statistical Analysis,Predictive Validity,Predictor Variables,College Admission,Student Records,Academic Persistence,Progress Monitoring,Academic Achievement,Institutional Characteristics,Student Characteristics,Sample Size

The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the SAT® for use in college admission. The first sample included first-time, first-year students entering college in fall 2006, with 110 institutions providing students' first-year course work, grades, and retention to the second year. In addition to examining the predictive validity of the SAT in terms of college grades (Kobrin, Patterson, Shaw, Mattern, &amp; Barbuti, 2008; Mattern, Patterson, Shaw, Kobrin, &amp; Barbuti, 2008), the relationship between SAT performance and retention to the second year was examined (Mattern &amp; Patterson, 2009). The results found that higher SAT scores were associated with higher retention rates In the following years, participating colleges and universities were invited to provide subsequent performance data for these students in order to track them longitudinally throughout their college career. For the second year, 66 of the original 110 institutions provided data. Mattern and Patterson (2011) examined the relationship between SAT performance and retention to the third year of college. Similar to the results for second-year retention rates, higher SAT scores were associated with higher third-year retention rates. This study builds on this body of research by examining the relationship between SAT performance and retention to the fourth year of college. The sample consisted of 59 of the original 110 institutions. Complete data (i.e., SAT scores, self-reported high school grade point average (HSGPA), retention to second-, third-, and fourth-year data) were available for 78,640 students. Results show that SAT performance was positively related to fourth-year retention rates. Detailed results are provided in this report. A list of institutions providing retention to the fourth year data for the 2006 SAT validity sample is appended.
The Relationship between SAT Scores and Retention to the Third Year: 2006 Cohort. Statistical Report
Author: Mattern, Krista D.
Date: 2010-11-00
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,Correlation,Academic Persistence,Statistical Analysis,Cohort Analysis,Institutional Characteristics,Student Characteristics,Achievement Gap,Student Records,Predictor Variables,Grade Point Average,Sample Size

Results show that SAT performance is related to third year retention rates. Even after controlling for student and institutional characteristics, returners had higher SAT total scores than non-returners, and the performance gap is not due to differences in the demographic makeup of the two groups. Furthermore, while differences in retention can be observed between various student and institutional subgroups, these differences are minimized and in some instances eliminated when controlling for SAT performance, especially for higher SAT score bands. A list of &quot;Institutions Providing Third Year Retention Data on the 2006 Freshman Cohort&quot; is appended.
The Role of Literacy in Building the Economy: Summer Literacy Interventions for Grades 3-5. Research in Review 2012-1
Author: Bausmith, Jennifer Merriman
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Literacy,Summer Programs,Role Perception,Achievement Gap,Barriers,Etiology,Program Effectiveness,Low Achievement,Knowledge Economy,Academic Achievement,Intervention,Racial Distribution,Socioeconomic Status,Grade 3,Grade 4,Grade 5,Academic Persistence

The need is urgent for reducing literacy achievement gaps--both morally to ensure that all students receive a high-quality education as well as economically to build our nation's workforce with the requisite skills needed for the 21st century. Taken together, changes to the economy, divergent literacy skill distributions, and changes to the demographic composition of the U.S. population create a perfect storm of factors that will increase social and economic inequalities as well as affect the United States' ability to be a competitive global leader (Kirsch, Braun, Yamamoto, &amp; Sum, 2007). This report explores how and when literacy achievement gaps develop and argues that effective summer literacy programs for low-achieving students in the middle grades offer promise as a way to reduce those gaps to ensure later academic and economic success.
Assessing the Psychometric Characteristics of a Child/Adolescent Behavioral and Emotional Risk Self-Report Screener across Grade Levels and School Districts
Author: Harrell-Williams, L. M.
Date: 2013-00-00
Type: Reports - Research
Subjects: Psychometrics,Screening Tests,Behavior,Psychological Patterns,Risk,Children,Adolescents,Factor Analysis,Test Bias,Item Response Theory,Student Characteristics,Elementary School Students,Middle School Students,High School Students,Longitudinal Studies,Item Analysis,Regression (Statistics),Factor Structure

The BESS is a relatively new screening system for identifying behavior and emotional risk (BER) in children and adolescents. Psychometric evidence regarding this instrument is important for researchers and practitioners considering the use of the BESS for identifying BER in students. This study seeks to provide and evaluate evidence for the use of the Student form of the BESS. The following objectives guided this study: (1) assess the internal structure of the BESS Student Form using factor analysis; (2) determine if the items perform differently across two locations with different ethnic characteristics via Rasch-based DIF analysis; and (3) assess the odds of elevated risk levels based on student demographics. Data were collected in two locations: the Los Angeles United School District (LAUSD), and Bibb County (Georgia). The first sample was collected from the Los Angeles United School District (LAUSD) as part of a larger IES funded research project investigating the longitudinal validity for screening (Advancing Children's and Teacher's Success through Early Screening and Intervention; U.S. Department of Education), and consisted of 273 elementary and middle school students. The second sample contained the responses of 4,074 students from 3 LAUSD high schools in the Northern region of the school district. The third sample was collected as part of a pilot for district-wide screening initiative in Bibb County. There were 1,874 students across the four schools in grades 9 through 12. To evaluate the constructs being measured by the BESS as well as evaluate the predictive validity for future educational outcomes, a longitudinal, trend survey approach was used. To evaluate the appropriateness of the BESS in high school-aged students, a cross-sectional survey approach was used. Data was collected at one time point for all high schools. Results show that the theorized four factor structure of the BESS holds for all school levels (elementary/middle and high school), no evidence of differential item functioning was found across the 30 items when comparing the LAUSD high school group to the Bibb high school group, and logistic regression analysis revealed that gender and location did not affect risk. Tables and figures are appended.
The Relationship between SAT Scores and Retention to the Second Year: 2007 SAT Validity Sample. Statistical Report No. 2011-4
Author: Mattern, Krista D.
Date: 2011-02-11
Type: Reports - Research
Subjects: College Entrance Examinations,Correlation,Academic Persistence,Academic Achievement,Scores,Predictive Validity,Predictor Variables,Statistical Analysis,Institutional Characteristics,Student Characteristics,Racial Distribution,Grade Point Average,Demography,Sample Size

This report presents the findings from a replication of the analyses from the report, &quot;Is Performance on the SAT Related to College Retention?&quot; (Mattern &amp; Patterson, 2009). The tables presented herein are based on the 2007 sample and the findings are largely the same as those presented in the original report, and show SAT scores are related to second-year retention. Even after controlling for student and institutional characteristics, returners had higher SAT total scores than non-returners, by an average of 116 points. This held true even within each subgroup analyzed, meaning the SAT performance gap is not due to differences in the demographic characteristics of the two groups. Also, this report finds that differences in retention rates by student subgroups are minimized and in some instances eliminated when controlling for SAT performance. This is particularly noticeable with respect to differences in retention rates by ethnicity.
The Relationship between SAT® Scores and Retention to the Second Year: 2008 SAT Validity Sample. Statistical Report 2012-1
Author: Mattern, Krista D.
Date: 2012-01-10
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,Test Validity,Academic Persistence,Predictive Validity,Predictor Variables,Institutional Characteristics,Student Characteristics,Sample Size,Correlation,Statistical Analysis

The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT®, which consists of three sections: critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year of college. The sample included first-time first-year students entering college in fall 2006, with 106 of the original 110 participating institutions providing data on retention to the second year. Results showed that SAT performance was related to retention, even after controlling for HSGPA. The following year, previously participating as well as new colleges and universities were invited to provide first-year performance data on the first-time first-year students who entered college in the fall of 2007. For the 2007 sample, a total of 72 of the original 110 institutions and 38 new institutions provided data. The 110 institutions in the 2007 sample contained 216,081 students. A replication of the Mattern and Patterson study (2009) was conducted with the new cohort and similar results were found (Mattern &amp; Patterson, 2011). Similarly, previously participating as well as new colleges and universities were invited to provide first-year performance data on the first-time first-year students who began in the fall of 2008. For the 2008 cohort of students, a total of 129 institutions provided data on a total of 246,652 students. Students without SAT scores, self-reported high school grade point average (HSGPA), or retention data were removed from analyses, resulting in a final sample size of 173,963 students. Replicating the analyses of the previous two reports (Mattern &amp; Patterson, 2009; 2011), the tables below are based on the 2008 sample, and the findings are largely the same as those found in the earlier reports Results show that SAT performance is positively related to second-year retention rates, even after controlling for student and institutional characteristics. This was also true within HSGPA bands, showing that SAT scores provide incremental value over high school grades in predicting retention. Furthermore, controlling for SAT performance is seen to reduce and in some cases eliminate the differences in retention rates between student and institutional subgroups that are otherwise observed. [For &quot;The Relationship between SAT Scores and Retention to the Second Year: 2007 SAT Validity Sample,&quot; see ED563083.]
Adolescent Literacy on the Margin: Regression-Discontinuity Evidence from a &quot;Double Dose&quot; Middle Grades Literacy Intervention
Author: Dougherty, Shaun M.
Date: 2013-00-00
Type: Reports - Research
Subjects: Middle School Students,Charter Schools,Adolescents,Literacy Education,Reading Instruction,Achievement Tests,Standardized Tests,Intervention,Evidence Based Practice,Reading Comprehension,Reading Improvement,Reading Tests,Regression (Statistics),Research Design,Eligibility

This paper provides causal evidence to answer the question, &quot;Does the application of a double dose of literacy instruction in middle school improve student performance on subsequent academic outcomes?&quot; The focus of this paper is on an intervention where the second dose of literacy instruction uses research-based instructional strategies, and shows that this instruction leads to systematic improvement in adolescent reading comprehension. How differences in the fidelity of implementation of this policy may impact the effects of the intervention both at the school-level and in aggregate are examined. This district-designed literacy intervention used 5th-grade scores on the Iowa Test of Basic Skills (ITBS) to determine student eligibility for a double dose of literacy instruction in middle school. Students who scored at the 60th percentile or lower on the ITBS reading test were assigned, by rule, to be eligible for this literacy program. Using a regression-discontinuity design, preliminary findings show that there was a positive aggregate effect of the policy for students who were just eligible for the intervention compared to those who were not. Figures are appended.
The Relationship between SAT® Scores and Retention to the Second Year: Replication with the 2010 SAT Validity Sample. Statistical Report 2013-1
Author: Mattern, Krista D.
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Scores,School Holding Power,Test Validity,College Admission,College Students,College Freshmen,Grade Point Average,Student Characteristics,Institutional Characteristics,Replication (Evaluation)

The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year. The sample included first-time, first-year students entering college in fall 2006, with 106 of the original 110 participating institutions providing data on retention to the second-year. Results showed that SAT performance was related to retention, even after controlling for relevant student and institutional characteristics. Replication studies have been conducted for subsequent entering cohorts of students and similar results were found (Mattern &amp; Patterson, 2011, 2012a, 2012b). Replicating the analyses of the previous four reports (Mattern &amp; Patterson, 2009; 2011, 2012a, 2012b), the current study examined the relationship between SAT performance and retention to the second year for first-time, first-year students that began in the fall of 2010. A total of 160 institutions provided data which translated to 287,881 students. Students without SAT scores, self-reported high school grade point average (HSGPA), or retention data were removed from analyses, resulting in a final sample size of 215,704 students. The results from the current study based on the 2010 sample show the same pattern of results as the previous reports. Namely, higher SAT scores are associated with higher retention rates. This was true, even after controlling for student characteristics (gender, race/ethnicity, household income, parental education, and HSGPA) and institutional characteristics (control, size, and undergraduate admittance rate). [For &quot;The Relationship between SAT Scores and Retention to the Second Year: Replication with 2009 SAT Validity Sample,&quot; see ED563088.]
The Relationship between SAT Scores and Retention to the Second Year: Replication with 2009 SAT Validity Sample. Statistical Report 2011-3
Author: Mattern, Krista D.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Scores,School Holding Power,Test Validity,College Admission,College Students,College Freshmen,Grade Point Average,Student Characteristics,Institutional Characteristics,Replication (Evaluation)

The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year of college. The sample included first-time, first-year students entering college in fall 2006, with 106 of the original 110 participating institutions providing data on retention to the second year. The results showed that SAT performance was related to retention, even after controlling for relevant student and institutional characteristics. Replication studies have been conducted for subsequent entering cohorts of students, and similar results were found (Mattern &amp; Patterson, 2011a, 2011b). Replicating the analyses of the previous three reports (Mattern &amp; Patterson, 2009; 2011a, 2011b), the current study examined the relationship between SAT performance and retention to the second year for first-time, first-year students that began in the fall of 2009. A total of 131 institutions provided data which translated to 262,949 students. Students without SAT scores, self-reported high school grade point average (HSGPA), or retention data were removed from analyses, resulting in a final sample size of 199,366 students. The results from the current study based on the 2009 sample show the same pattern of results as the previous reports. Namely, higher SAT scores are associated with higher retention rates. This was true, even after controlling for student characteristics (gender, race/ethnicity, household income, parental education, and HSGPA) and institutional characteristics (control, size, and selectivity). [For &quot;The Relationship between SAT® Scores and Retention to the Second Year: 2008 SAT Validity Sample,&quot; see ED563084.]