ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Extended Time on SAT® Test Performance. Research Report No. 2005-8. ETS RR-05-20
Author: Mandinach, Ellen B.
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Standardized Tests,Timed Tests,Disabilities,Time,Academic Ability,Mathematics Skills,Learning Disabilities,Verbal Ability,Attention Deficit Hyperactivity Disorder,Experimental Groups,Scores,Cognitive Processes,Thinking Skills,Testing Accommodations,High School Students,Motivation,Comparative Analysis,Gender Differences

The effects of extended time on SAT Reasoning Test™ performance are examined. The study explored the impact of providing standard time, time and a half (1.5 time) with and without specified section breaks, and double time without specified section breaks on the verbal and mathematics sections of the SAT®. Differences among ability, disability, and gender groups were examined. Results indicated that time and a half with separately timed sections benefits students with and without disabilities. Some extra time improves performance, but too much may be detrimental. Extra time benefits medium- and high-ability students but provides little or no advantage to low-ability students. The effects of extended time are more pronounced for the mathematics sections of the SAT. The implications for potential changes to the SAT and the need for future research are discussed. The following is appended: (1) Proportions Correct and Omit/Not Reached by Item for V1, V2, M1, and M2 by Disability Status.
The New SAT and Trends in Test Performance. Statistical Report No. 2006-1
Author: Sathy, Viji
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Scores,Trend Analysis,College Bound Students,High School Seniors,Verbal Ability,Critical Reading,Reading Skills,Mathematics Skills,Writing Skills,Gender Differences,Racial Differences,Ethnic Groups,Language Usage,Family Income

This report provides information on the SAT and trends in test performance for the years 2004, 2005, and 2006.
The College Board National High School Survey Report. Research Report No. 2002-4
Author: Maucieri, Lawrence
Date: 2002-00-00
Type: Reports - Research
Subjects: National Surveys,High Schools,High School Students,Trend Analysis,Institutional Characteristics,Charter Schools,Magnet Schools,Enrollment Trends,Student Diversity,Minority Group Students,College Bound Students,Noncollege Bound Students,School Policy,Advanced Placement,Standardized Tests

The Guidance Services and Research and Development Departments of the College Board coordinated an investigation of the results of a national high school survey. This survey, administered in 2000, follows a similar, large-scale survey of high schools in 1993 by the College Board. The current research report is designed to provide the reader with detailed and updated information about high schools in the United States. It provides basic facts, figures, and trends about common features among the participating institutions. The report also presents evidence in support of observable trends among the educational and demographic factors of concern as of 2000 and 1993. Two appendices are included: (1) 2000 Advanced Placement Examination® (AP®) Participation by Total School Enrollment and by Institution Type; and (2) Methodology and Survey Instrument.
The CollegeKeys Compact™. Getting into College: Postsecondary Academic Undermatch
Author: Smith, Jonathan
Date: 2012-04-00
Type: Reports - Research
Subjects: High School Seniors,High School Graduates,Graduation,College Graduates,College Students,Academic Achievement,Institutional Characteristics,Reputation,Selective Admission,Grade Point Average,Scores,Advanced Placement Programs,Socioeconomic Status,College Applicants,College Entrance Examinations

This research quantifies the extent of student-college academic undermatch among the 1992 and 2004 cohorts of graduating high school seniors and documents changes in the extent of academic undermatch over time. Tables are appended.
The College Board SAT® Writing Validation Study: An Assessment of Predictive and Incremental Validity. Research Report No. 2006-2
Author: Norris, Dwayne
Date: 2006-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Writing Tests,Predictive Validity,Test Validity,College Bound Students,Scores,Grade Point Average,College Freshmen,Correlation,College English,Writing (Composition),College Admission,Student Placement

This study assessed the predictive and incremental validity of a prototype version of the forthcoming SAT® writing section that was administered to a sample of incoming students at 13 colleges and universities. For these participants, SAT scores, high school GPA, and first-year grades also were obtained. Using these data, analyses were conducted to assess the validity of SAT writing scores for predicting first-year college GPA and GPA in English composition courses. Also assessed was the incremental validity of SAT writing. Consistent with the results of prior research, the weighted-average correlation between SAT writing scores and first-year college GPA was 0.46 when corrected for range restriction. Furthermore, the SAT writing scores resulted in a weighted-average increment of 0.01 to the predictive validity already provided by SAT verbal and math scores and high school GPA in predicting first-year college GPA. Also consistent with previous research, the weighted-average correlation between SAT writing scores and GPA in English composition was 0.32 when corrected for range restriction. In light of the study constraints, these results are encouraging and suggest that the new SAT writing section should be a useful addition to the SAT in terms of predicting academic performance during the first year in college. Tables are appended.
The Effects of Essay Placement and Prompt Type on Performance on the New SAT®. Research Report No. 2006-7. ETS RR-06-34
Author: Oh, Hyeon-Joo
Date: 2007-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,High School Students,Essays,Prompting,Test Construction,Performance,Student Characteristics,Gender Differences,Racial Differences,Ethnic Groups,Language Usage,Institutional Characteristics,Geographic Location,Regression (Statistics),Writing Achievement,Scores,Mathematics Achievement,Critical Reading,Reading Achievement,Statistical Analysis

This study evaluated (1) whether essay placement (either at the beginning or at the end of the test battery) impacts test-takers' performance on the critical reading, mathematics, and writing multiple choice measures; and (2) whether essay prompt type (either a simple one-line prompt or a prompt including a short passage) affects test-takers' essay performance. The following are appended: (1) PSAT/NMSQT® Essay Placement Analyses; (2) PSAT/NMSQT Prompt Type Analyses; and (3) Sample Essay Prompts.
Approaches to Incorporating Late Pretests in Experiments: Evaluation of Two Early Mathematics and Self-Regulation Interventions
Author: Unlu, Fatih
Date: 2013-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Intervention,Pretests Posttests,Curriculum Design,Control Groups,Experimental Groups,Instructional Effectiveness,Metacognition,Skill Development,Mathematics Curriculum,School Districts,Mathematics Achievement,Early Childhood Education,Scaffolding (Teaching Technique),Child Care Centers,Statistical Analysis,Task Analysis,Longitudinal Studies,Surveys,Children,Measures (Individuals),Child Development,Expressive Language,Language Tests,Preschool Children

Many educational Randomized Controlled Trials (RCTs) collect baseline versions of outcome measures (pretests) to be used in the estimation of impacts at posttest. Although pretest measures are not necessary for unbiased impact estimates in well executed experimental studies, using them increases the precision of impact estimates and reduces sample size requirements to detect desired effect sizes. This paper provides a theoretical overview of the late pretest issue and empirically assesses the bias-precision tradeoff in the experimental evaluation of the efficacy of adding a curriculum designed to support the development of children's self-regulation skills (Scaffolded Self-Regulation, SSR) to an established early mathematics curriculum (Building Blocks, BB) to form a synthesized curriculum, BBSSR. The RCT described in this paper is conducted in three large districts in Southern California. The analytic sample includes 807 students who participated in both baseline and posttest data collection. These students were in 84 4-year-old classrooms across the three districts. The authors analyzed a three-armed cluster RCT in which classrooms in early childhood centers or schools were randomized to the two intervention conditions and a business-as-usual control condition. Randomization was conducted separately for schools with one or two participating classrooms (groups A and B). Schools/centers in group A were placed into five randomization blocks such that each block consisted of all half-day or full-day PreK classrooms in one of the three study districts. Within each block, schools/centers were sorted with respect to prior math achievement, % reduced price lunch eligible, and %ELL and randomly assigned to the three conditions three at a time, starting with a randomly chosen point in the sorted list. This process was used to ensure balanced experimental groups. In each group B center/school, the two study classrooms were randomly assigned to two conditions that were randomly determined. Analyses conducted thus far show that controlling for contaminated pretest measures in impact regressions can lead to substantially biased impact estimates while their effect on the precision of impact estimates is less profound, causing one to question the overall merit of using them. Figures and exhibits are appended.
A Powerful, Potential Outcomes Method for Estimating Any Estimand across Multiple Groups
Author: Pattanayak, Cassandra W.
Date: 2013-00-00
Type: Reports - Research
Subjects: Computation,Outcome Measures,Statistical Analysis,Graduation,Outcomes of Education,Influences,Simulation,Bayesian Statistics

In educational research, outcome measures are often estimated across separate studies or across schools, districts, or other subgroups to assess the overall causal effect of an active treatment versus a control treatment. Students may be partitioned into such strata or blocks by experimental design, or separated into studies within a meta-analysis. In non-randomized studies, students may be partitioned into subclasses based on key covariates or estimated propensity scores to improve observed covariate balance across treatment groups (e.g., Rosenbaum &amp; Rubin, 1983). Procedures designed to estimate any estimand in the presence of strata, including a simple t-test for the difference in mean outcomes (Neyman, Iwaszkiewicz, &amp; Kolodziejczyk, 1935), rely on implicit assumptions about the unknowable correlation between potential outcomes under active treatment and control treatment. For binary outcomes, the standard procedures used to estimate overall odds ratios in the presence of strata were introduced by Cochran (1954), who first proposed a hypothesis test for the difference in proportions across strata. Mantel and Haenszel (1959) proposed a very similar test and introduced an estimator for a common odds ratio. Consider the following hypothetical studies designed to estimate the causal effect of an existing program on high school graduation: (1) Within each of several school districts, half of the schools are randomized to participate in the program, and half are randomized not to participate in the program. (2) Within each of several cities, schools participating in the program are compared to schools not participating in the program, though participation was not randomized. (3) Several separate evaluations of the program are collected, to be combined in a meta-analysis. In each hypothetical study, a binary outcome (graduation) must be measured over strata (1. school districts, 2. cities, 3. evaluations). The effect of the program on graduation rates may be measured by a difference in proportions, odds ratio, or some other quantity. A hypothesis test will be conducted and a confidence interval constructed for the chosen estimand. The authors propose tests and intervals that can be more powerful for any finite population estimand than traditional tests and intervals, including t-tests for the difference in means or Cochran-Mantel- Haenszel procedures for the odds ratio.
Accounting for One-Group Clustering in Effect-Size Estimation
Author: Citkowicz, Martyna
Date: 2013-00-00
Type: Reports - Research
Subjects: Multivariate Analysis,Effect Size,Sampling,Sample Size,Computation,Statistical Significance,Data Analysis,Research Design,Error of Measurement,Error Correction,Accuracy,Evaluation Methods

In some instances, intentionally or not, study designs are such that there is clustering in one group but not in the other. This paper describes methods for computing effect size estimates and their variances when there is clustering in only one group and the analysis has not taken that clustering into account. The authors provide the effect size and sampling variance computations, along with the adjustments for the test of significance. In addition, they provide examples of how much the statistical results can be affected (or adjusted) once one-group clustering is taken into account depending on various data characteristics. In examining sample data, that authors found that not accounting for one-group clustering affects the variance and degrees of freedom more than the effect size. With those same degrees of freedom used in the t-test, it is easy to change the conclusion of the test from significant to non-significant once one adjusts for this clustering. Tables are appended.
Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?
Author: Swanson, H. Lee
Date: 2013-00-00
Type: Reports - Research
Subjects: Grade 3,Elementary School Students,Mathematics Skills,Learning Problems,Models,Cognitive Processes,Mathematics Instruction,Comparative Analysis,Control Groups,Experimental Groups,Instructional Effectiveness,Learning Strategies,Problem Solving,Short Term Memory,Word Problems (Mathematics),Intelligence Tests,Pretests Posttests

Recent intervention studies directed to improve problem solving accuracy in children with math difficulties (MD) have found support for teaching cognitive strategies. This study addresses the question: What role does working memory capacity (WMC) play in strategy outcomes for children with MD? Four prediction models can be applied to strategy training outcomes for children with MD: (a) WMC as a limiting factor, (b) basic skills, (c) general resource, and (d) compensatory. The limiting WMC factor model suggests that children with lower WMC are less likely to benefit from strategy conditions than children with relatively higher WMC. Thus, children with MD vary in their responsiveness to strategy instruction and this is predicated on their WMC. In contrast, the basic skills model suggests that if declarative knowledge is intact (e.g., reading comprehension, and computational knowledge are in the average range), strategy instruction provides a helpful procedure to solve word problems without making demands on WMC. Participants were comprised of 146 third grade children from public school classrooms in the southwest United States. Children were drawn from 22 3rd grade classrooms. Children in the treatment conditions were provided instruction in small groups during math time and were instructed in a class or library in the same school setting. All children in the study participated with their peers in their home rooms on tasks and activities related to the district wide math school curriculum. Each experimental treatment condition included 20 scripted lessons administered over 8 weeks. Each lesson was 30 minutes in duration and was administered three times a week in small groups of 3 to 5 children. The criterion measures used to assess treatment effects were word problems from the Comprehensive Math Abilities Test (CMAT), arithmetic problems from the WRAT-3, and recall from an Operation Span measure. The results showed a significant WMC x treatment interaction across all criterion measures. In general, the results indicated that WMC played an important role in post-test performance outcomes, especially for the strategy conditions that included diagramming (visual-only condition). Tables and figures are appended.
An Alternative Time for Telling: When Conceptual Instruction Prior to Exploration Improves Mathematical Knowledge
Author: Fyfe, Emily R.
Date: 2013-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Prior Learning,Mathematical Concepts,Pretests Posttests,Urban Schools,Public Schools,Teaching Methods,Problem Solving,Instructional Effectiveness,Elementary School Students,Grade 2,Grade 3,Intervention,Retention (Psychology),Mathematics Tests,Scores,Statistical Analysis,Discovery Learning

An emerging consensus suggests that guided discovery, which combines discovery and instruction, is a more effective educational approach than either one in isolation. The goal of this study was to examine two specific forms of guided discovery, testing whether conceptual instruction should precede or follow exploratory problem solving. In both cases, the problem solving is considered exploratory because children have not been told how to solve the problems; rather, children are expected to generate or apply their own problem solving procedures. The difference is in the timing of conceptual instruction. The authors worked with children from 12 second- and third-grade classrooms in two urban, public schools in Tennessee. Participants were 183 second- and third-grade children. The intervention had a conceptual instruction phase and an exploratory problem solving phase. The two phases were identical for all children; the only difference between conditions was the timing of the two phases (instruct-solve vs. solve-instruct). The authors used a pretest- intervention-posttest design followed by a two-week retention test. Children were randomly assigned to one of two conditions: instruct-solve or solve-instruct. Evidence suggests that guided discovery promotes deeper learning than discovery or instruction alone. Tables and figures are appended.
Effects of Head Start Hours on Children's Cognitive, Pre-Academic, and Behavioral Outcomes: An Instrumental Variable Analysis
Author: Li, Weilin
Date: 2013-00-00
Type: Reports - Research
Subjects: Early Intervention,Young Children,Program Effectiveness,Academic Ability,Cognitive Ability,Child Behavior,Low Income Groups,Disadvantaged Youth,School Readiness,Access to Education,Time,Social Development,Age Differences,Child Care,Language Acquisition,Academic Achievement,School Schedules,Behavior Problems,Behavior Modification,Experimental Groups,Control Groups,Comparative Analysis,Child Development,Interviews,Parents,Verbal Ability,Intelligence Tests,Vocabulary,Statistical Analysis

Children from low-income families benefit remarkably from exposure to compensatory education that began with Head Start in 1965 and aimed to improve school readiness skills by design. While empirical evidence has supported more instructional time in elementary and secondary schools for low-income students, little is known that whether increasing quantity of Head Start could also benefit low-income children. The authors' goal was to estimate the effect of Head Start hours on child development by examining: (1) Does the amount of daily exposure to Head Start impact cognitive, pre-academic, and social outcomes?; and (2) Does the impact vary by age? 4,442 applicants to 383 Head Start centers participated in the National Head Start Impact Study (HSIS). The results from the study showed significant positive effects of hours in center care experienced on the children's cognitive, language, and academic outcomes. Additionally, the results show that an additional hour per day spent in Head Start centers decreases problem behaviors of children in age-3 cohort, but results do not show significant effects for behavioral problems of age-4 cohort. Tables and figures are appended.
A Teacher-Friendly Method of Improving Reading and Mathematics
Author: Kidd, Julie K.
Date: 2013-00-00
Type: Reports - Research
Subjects: Grade 1,Elementary School Students,Elementary School Teachers,Pattern Recognition,Mathematics Instruction,Reading Instruction,Standardized Tests,Intervention,Social Studies,Control Groups,Experimental Groups,Comparative Analysis,Statistical Analysis,Oral Reading,Reading Tests

In early elementary school in most English-speaking countries children are taught &quot;patterning,&quot; which involves learning repetitive patterns of colors or shapes (e.g., red, blue, green, red, blue, green). The present study was designed to test the effectiveness of patterning instruction when compared to equal amounts of instruction in reading or mathematics, or social studies. Further, The effectiveness of using more complex patterns was also tested. The authors used: (1) symmetrical patterns--gray, blue, pink, pink, blue, gray; (2) patterns that had increasing numbers of one element--red, tan, red, tan, tan, red, tan, tan, tan; (3) arbitrary repeating patterns--white, green, black, brown, yellow, white; and (4) patterns that showed an object rotating through 6 or 8 positions. Results of the study indicate that this patterning instruction involved patterns that were more complex than those used in conventional patterning instruction; the instruction continued all year; and required individual mastery of each pattern before moving on to the next. A gain of even two months in grade equivalents has great practical significance to educators, and the patterning children often made gains much larger than that. In addition, long-term instruction on and mastery of increasingly complex patterns can lead to substantially improved performance on some standardized tests of reading and mathematics, but not all. Tables are appended.
The Impact of Course-Taking on Performance on SAT® Items with Higher-Level Mathematics Content. Research Report No. 2006-8
Author: Deng, Hui
Date: 2007-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Mathematics Instruction,Algebra,Test Items,Test Bias,Standardized Tests,Correlation,Course Selection (Students),Thinking Skills,Mathematics Skills,High School Students,Grade 11

This report describes the results of two studies designed to evaluate the impact of self-reported mathematics course-taking on performance on SAT mathematics questions measuring new content (Algebra II). A supplemental table and figure are appended.
Testing Accommodations for English Language Learners: A Review of State and District Policies. Research Report No. 2008-6. ETS RR-08-48
Author: Young, John W.
Date: 2008-00-00
Type: Information Analyses
Subjects: Testing Accommodations,English Language Learners,State Policy,Board of Education Policy,Educational Legislation,Federal Legislation,Identification,Classification,Exit Examinations,High Schools,High Stakes Tests

This report is a review and summary of current information regarding test accommodations currently used in different states and districts for English language learners (ELL). Similarities and differences among states regarding ELL accommodation are documented. Five appendixes are included: (1) Accommodations Designated for ELLs in States' Policies, Classified by Traditional Accommodation Categories (Rivera et al., 2006); (2) Presentation Accommodations and Modifications for ELLs for States with High School Exit Exams; (3) Response, Timing, and Scheduling Accommodations and Modifications for ELLs for States with High School Exit Exams; (4) Setting and Other Accommodations and Modifications for ELLs for States with High School Exit Exams.; and (5) Sources for States' Accommodations Policies.