ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 7. Technical Report 0908
Author: Lai, Cheng Fei
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Grade 7,General Education,Response to Intervention,Access to Education,Special Needs Students,Academic Accommodations (Disabilities),Special Education,Test Construction,Item Response Theory,Measures (Individuals),Test Items,Academic Standards,Elementary School Mathematics,Mathematics Tests,Mathematics Achievement,Pilot Projects,Benchmarking,Evaluation Methods,Computer Assisted Testing,Computer System Design,Internet,Item Banks,Data Analysis,Item Analysis

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to approximately 2,800 students per grade from schools across the United States in November and December of 2008 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections. (Contains 1 figure and 5 tables.)
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Kindergarten. Technical Report # 0921
Author: Alonzo, Julie
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,General Education,Response to Intervention,Access to Education,Special Needs Students,Academic Accommodations (Disabilities),Special Education,Test Construction,Item Response Theory,Measures (Individuals),Test Items,Academic Standards,Mathematics Tests,Mathematics Achievement,Pilot Projects,Benchmarking,Evaluation Methods,Computer Assisted Testing,Computer System Design,Internet,Item Banks,Data Analysis,Item Analysis

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from schools across the United States in March through June of 2009 using a common item design to allow all items to be estimated on the same scale within each grade level.  We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common introduction but unique methods, results, and discussion sections. (Contains 1 figure and 2 tables.)
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 8. Technical Report # 09-04
Author: Lai, Cheng Fei
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Grade 8,General Education,Response to Intervention,Access to Education,Special Needs Students,Academic Accommodations (Disabilities),Special Education,Test Construction,Item Response Theory,Measures (Individuals),Test Items,Academic Standards,Elementary School Mathematics,Mathematics Tests,Mathematics Achievement,Pilot Projects,Benchmarking,Evaluation Methods,Computer Assisted Testing,Computer System Design,Internet,Item Banks,Data Analysis,Item Analysis

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to approximately 2,800 students per grade from schools across the United States in November and December of 2008 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections. (Contains 1 figure.)
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 1. Technical Report # 0919
Author: Alonzo, Julie
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Research Reports,Grade 1,Outcome Measures,Program Descriptions,Program Development,Computer Assisted Testing,Pilot Projects,Disadvantaged,Item Banks,Difficulty Level,Item Analysis,Item Response Theory,Test Reliability,Benchmarking,Test Construction,Computer System Design,Mathematics Achievement,Achievement Gains,Measurement Techniques,General Education

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grade 1. These measures, available as part of easyCBM [TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from schools across the United States in March through June of 2009 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common introduction but unique methods, results, and discussion sections. (Contains 5 tables.)
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 6. Technical Report 09-07
Author: Lai, Cheng Fei
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Grade 6,General Education,Response to Intervention,Access to Education,Special Needs Students,Academic Accommodations (Disabilities),Special Education,Test Construction,Item Response Theory,Measures (Individuals),Test Items,Academic Standards,Elementary School Mathematics,Mathematics Tests,Mathematics Achievement,Pilot Projects,Benchmarking,Evaluation Methods,Computer Assisted Testing,Computer System Design,Internet,Item Banks,Data Analysis,Item Analysis

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to approximately 2,800 students per grade from schools across the United States in November and December of 2008 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections. (Contains 1 figure and 5 tables.)
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 2. Technical Report # 0920
Author: Alonzo, Julie
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Grade 2,General Education,Response to Intervention,Access to Education,Special Needs Students,Academic Accommodations (Disabilities),Special Education,Test Construction,Item Response Theory,Measures (Individuals),Test Items,Academic Standards,Elementary School Mathematics,Mathematics Tests,Mathematics Achievement,Pilot Projects,Benchmarking,Evaluation Methods,Computer Assisted Testing,Computer System Design,Internet,Item Banks,Data Analysis,Item Analysis

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to approximately 2,800 students per grade from schools across the United States in November and December of 2008 using a common item design to allow all items to be estimated on the same scale within each grade level. We analyzed the results of the piloting using a one parameter logistic (1PL) Rasch analysis. Because the results of these analyses are quite lengthy, we present the results for each grade's analysis in its own technical report, all sharing a common abstract and introduction but unique methods, results, and discussion sections. (Contains 1 figure.)
Hierarchical Linear Modeling of Passage Reading Fluency Growth as a Function of Student Characteristics. Technical Report # 0922
Author: Tindal, Gerald
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Reading Tests,Reading Fluency,Student Characteristics,Regression (Statistics),Models,Reading Achievement,Gender Differences,Minority Group Students,Economically Disadvantaged,Special Education,Curriculum Based Assessment,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

All students from grades 3 through 8 were tested in the fall, winter, and spring of 2009 on passage reading fluency (PRF) measures from easyCBM [R]. Student characteristics were analyzed for influence on reading growth. The results showed the negative effects from being a male or a student of color, coming from an economically disadvantaged environment, and receiving either special education or Title I services. Student characteristics influenced both intercept and slope, with the models occasionally revealing overall effects. Nevertheless, the patterns changed considerably over grades in the relation between intercept and slope as well as the values for student characteristics.
Analysis of Teacher Accommodation Recommendations for a Large-Scale Test. Technical Report # 09-05
Author: Mariano, Gina
Date: 2009-00-00
Type: Reports - Research
Subjects: Measures (Individuals),Decision Making,Teacher Participation,Academic Accommodations (Disabilities),Testing Accommodations,Group Testing,Accessibility (for Disabled),Models,Intermode Differences,Needs Assessment,Evaluation Criteria,Evaluation Methods,Skill Development,Professional Development,Educational Needs,Change Strategies

The purpose of this study was to examine teachers' accommodation recommendations for students during large-scale tests using two different methods to assist teachers with the decision-making process. Then we present descriptive data on teacher recommended accommodations for two case students who had presenting data to warrant changes in the manner in which they should be tested. The most important variables we addressed in the accommodations teachers recommended as the (a) number of them, (b) their level of detail, and (c) their variety. The outcomes from the data support the need for increased accommodation training and further development of tools to aide teachers in the decision-making process. (Contains 43 tables and 6 figures.)
Alternate Form and Test-Retest Reliability of easyCBM Reading Measures. Technical Report # 0906
Author: Alonzo, Julie
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Reading Tests,Curriculum Based Assessment,Test Reliability,Grade 8,Grade 5,Grade 3,Grade 1,Reading Comprehension,Reading Fluency,Phonemes,Naming,Phonics

We report the results of a test-retest and alternate form reliability study of grade 1, 3, 5, and 8 reading measures from the easyCBM assessment system. Approximately 50 students in each grade participated in the study. In Grade 1, we studied the following measures: Phoneme Segmenting, Letter Sounds, Letter Names, Word Reading Fluency, and Passage Reading Fluency. In Grade 3, we studied Word and Passage Reading Fluency and Multiple Choice Reading Comprehension. In both Grades 5 and 8, we studied Passage Reading Fluency and Multiple Choice Reading Comprehension. Correlations for the test-retest analyses ranged from 0.45 to 0.97. Correlations for the alternate form analyses ranged from 0.76 to 0.97. (Contains 20 tables.)
IRT Analysis of General Outcome Measures in Grades 1-8. Technical Report # 0916
Author: Alonzo, Julie
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: At Risk Students,Mathematics Teachers,National Standards,Item Response Theory,Reliability,Identification,Mathematics Tests,Statistical Analysis,Goodness of Fit,Computer Assisted Testing,Elementary School Students,Middle School Students

We present scaling outcomes for mathematics assessments used in the fall to screen students at risk of failing to learn the knowledge and skills described in the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. At each grade level, the assessment consisted of a 48-item test with three 16-item sub-test sets aligned to the essential focal points at that grade level. All assessments were scaled using item response theory (IRT) with a 1 PL model. We describe several summary statistics of the item, including the range of measure statistics, outfit, expected and observed performance, and overall person reliability indices. Our findings suggest all items functioned well and may be useful in identifying students in need of instructional supports. (Contains 1 table and 1 footnote.)
Uses of Think Aloud to Verify the Cognitive Attributes in Division of Fractions. Technical Report # 08-09
Author: Ketterlin-Geller, Leanne
Date: 2008-00-00
Type: Reports - Research
Subjects: Protocol Analysis,Cognitive Processes,Problem Solving,Mathematics,Arithmetic,Models,Grade 5,Grade 6,Elementary School Students,Interviews

The purpose of this technical report is to describe a research study exploring students' cognitive processing while solving problems related to division of fractions. Four students were interviewed using verbal protocol techniques with the intention of better understanding their cognitive processing when dividing fractions. Information gained from this study was used to verify and revise the cognitive model for division of fractions, which will be subsequently used to guide the development of a cognitive diagnostic test and instructional sequence. Appended are: (1) Cognitive Model for Division of Fractions; (2) Items; and (3) Depth of Knowledge and Corresponding Examples. (Contains 2 tables.)
Internal Consistency of General Outcome Measures in Grades 1-8. Technical Report # 0915
Author: Anderson, Daniel
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Test Reliability,Mathematics Tests,At Risk Students,Screening Tests,Formative Evaluation,Student Evaluation,Computer Assisted Testing,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

We developed alternate forms of a math test for use in both screening students at risk of failure and monitoring their progress over time. In this technical report, we present results of the screener, used in the fall of 2009. The 48-item test was aligned to the National Council of Teachers of Mathematics (NCTM) Curriculum Focal Point Standards and was administered on a computer to all students from a single school district. The data were analyzed using Cronbach's alpha to reflect the internal consistency of the test forms. The results suggest sufficient consistency to use the scores in screening students within a district. (Contains 4 tables and 1 footnote.)
Continuing the School Choice March: Policies to Promote Family K-12 Education Investment. Backgrounder. No. 2683
Author: Burke, Lindsey M.
Date: 2012-04-25
Type: Reports - Descriptive
Subjects: Expenditures,Elementary Secondary Education,Tax Credits,School Choice,Credits,Higher Education,Tuition,Paying for College,Private Colleges

Coverdell education savings accounts (ESAs), created through the federal tax code, allow families to save money tax-free for K-12 and higher education expenses. Lifting the cap on contributions to Coverdell accounts would provide greater access to school choice options by allowing families to invest more money in their children's education. Additionally, existing "529" college savings accounts should be expanded to allow families to save for K-12 education expenses. Both reforms would allow parents to use more of their money for a child's private-school tuition or other education expenses. Since most states offer either tax credits or deductions to encourage saving in a 529 plan, expanding it to make K-12 expenses allowable would effectively create opportunities for millions of American families to open ESAs. (Contains 20 footnotes.)
Numbers and Types of Public Elementary and Secondary Local Education Agencies from the Common Core of Data: School Year 2010-11. First Look. NCES 2012-326
Author: Keaton, Patrick
Date: 2012-04-00
Type: Reports - Research
Subjects: School Districts,State Departments of Education,Data Collection,Elementary Secondary Education,Statistical Data,Educational Indicators,Tables (Data),Information Dissemination,School Demography

This report presents findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and other jurisdictions in the 2010-11 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system. CCD is an annual collection of data that are reported by state education agencies to the National Center for Education Statistics (NCES) through the U.S. Department of Education's ED&quot;Facts&quot; data collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 5 tables and 4 footnotes.) [For &quot;Numbers and Types of Public Elementary and Secondary Local Education Agencies from the Common Core of Data: School Year 2009-10. First Look. NCES 2011-346,&quot; see ED519364.]
Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2010-11. First Look. NCES 2012-325
Author: Keaton, Patrick
Date: 2012-04-00
Type: Numerical/Quantitative Data
Subjects: Secondary Schools,Charter Schools,Magnet Schools,Rural Areas,State Departments of Education,Intervention,Elementary Schools,Vocational Education,Special Education,Nontraditional Education,Low Income Groups,Urban Schools,Suburban Schools,Municipalities,Middle Schools

This report presents findings on the numbers and types of public elementary and secondary schools in the United States and other jurisdictions in the 2010-11 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies (SEAs) to the National Center for Education Statistics through the U.S. Department of Education's ED&quot;Facts&quot; collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. The Public Elementary/Secondary School Universe Survey can be used to report the numbers and types of schools. The information includes a school's status (new, continuing, closed, etc.), and whether it is a charter school, magnet school, and/or Title I school. The survey can also be used to report the numbers of students and the school's &quot;locale type,&quot; that is, whether it is in a city, suburban, town, or rural area. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 7 tables and 3 footnotes.) [For &quot;Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2009-10. First Look. NCES 2011-345,&quot; see ED518608.]
Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2010-11. First Look. NCES 2012-327
Author: Keaton, Patrick
Date: 2012-04-00
Type: Reports - Research
Subjects: Public Schools,Elementary Secondary Education,State Departments of Education,Data Collection,Enrollment,Surveys,School Districts,Ethnic Groups,Teacher Student Ratio,Full Time Equivalency,Statistical Analysis

This report presents findings on the numbers of public school students and staff in the United States and other jurisdictions for school year 2010-11, using data from the State Nonfiscal Survey of Public Elementary/Secondary Education of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies (SEAs) to the National Center for Education Statistics (NCES) through the U.S. Department of Education's ED&quot;Facts&quot; data collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 4 tables and 4 footnotes.) [For &quot;Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2009-10. First Look. NCES 2011-347,&quot; see ED519150.]