ethanporcaro/eric-fulltext-meta huggingface dataset:
Sample Size and Item Parameter Estimation Precision When Utilizing the One-Parameter &quot;Rasch&quot; Model
Author: Custer, Michael
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Sample Size,Item Response Theory,Computation,Accuracy,Data Analysis,Research Problems,Error of Measurement,Test Items,Item Analysis,Scores

This study examines the relationship between sample size and item parameter estimation precision when utilizing the one-parameter model. Item parameter estimates are examined relative to &quot;true&quot; values by evaluating the decline in root mean squared deviation (RMSD) and the number of outliers as sample size increases. This occurs across three conditions. The first condition utilizes one test level of 40 items without missing data. The second incorporates missing data and the third utilizes a vertical scale across three levels. When test levels were calibrated individually, the majority of RMSD and outlier-reduction improvement was achieved once a sample size of 400 examinees had been reached. Incremental increases to sample size beyond a threshold of 500 examinees added little gain to estimation precision. With the vertical-scaling condition, the majority of RMSD and outlier-reduction improvement was seemingly reached with a sample size of approximately 300 examinees per level with 500-600 examinees per common item linking set. However, when compared to conditions one and two, a similar level of estimation precision was not reached until a sample size of approximately 400-450 examinees per each of the three levels. Supplemental tables are appended.
Positive Behavior Support: Sustainability and Continuous Regeneration
Author: McIntosh, Kent
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Positive Behavior Supports,Sustainability,Program Implementation,Intervention,Program Effectiveness,Efficiency,Administrators

Because of its widespread adoption and implementation (in over 13,000 schools in the US; Center on Positive Behavioral Interventions and Supports, 2010), there has been increasing attention to how School-wide Positive Behavior Support (SWPBS) systems can be sustained. Sustained implementation can be defined as &quot;continued use of an intervention or prevention program, with ongoing implementation fidelity to the core program principles, after supplemental resources used to support initial training and implementation are withdrawn&quot; (Han &amp; Weiss, 2005, p. 666). The term sustainability regards a practice's potential for durable implementation with high fidelity, when considering features of the practice, its implementation, and the context of implementation. Though it can be tempting to consider sustainability as deriving entirely from the behavioral principle of maintenance, sustainability includes not only maintenance, but also ongoing adaptations to enhance a practice's effectiveness, efficiency, and contextual fit (Elias, Zins, Graczyk, &amp; Weissburg, 2003; McLaughlin &amp; Mitra, 2001). This process of adaptation is known as continuous regeneration (McIntosh, Horner, &amp; Sugai, 2009). Given the importance of sustainability to continued positive outcomes for stakeholders and wise use of resources, there is an urgent need to explore theories of sustainability and glean practical information to make practices, including SWPBS, more sustainable. [In C. R. Reynolds, K. J. Vannest &amp; E. Fletcher-Janzen (Eds.), &quot;Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals&quot; (4th ed., pp. 2061-2064). Hoboken, NJ: Wiley.]
Alternative Statistical Frameworks for Student Growth Percentile Estimation
Author: Lockwood, J. R.
Date: 2015-05-00
Type: Journal Articles
Subjects: Statistical Analysis,Achievement Gains,Academic Achievement,Computation,Scores,Longitudinal Studies,Item Response Theory,Inferences,Error of Measurement,Bias,Grade 7

This article suggests two alternative statistical approaches for estimating student growth percentiles (SGP). The first is to estimate percentile ranks of current test scores conditional on past test scores directly, by modeling the conditional cumulative distribution functions, rather than indirectly through quantile regressions. This would remove the need for post hoc procedures required to ensure monotonicity of the estimated quantile functions, and for inversion of those functions to obtain SGP. We provide a brief empirical example demonstrating this approach and its potential benefits for handling discreteness of the observed test scores. The second suggestion is to estimate SGP directly from longitudinal item-level data, using multidimensional item response theory models, rather than from test scale scores. This leads to an isomorphism between using item-level data from one test to make inferences about latent student achievement, and using item-level data from multiple tests administered over time to make inferences about latent SGP. This framework can be used to solve the bias problems for current SGP methods caused by measurement error in both the current and past test scores, and provides straightforward assessments of uncertainty in SGP. We note practical problems that need to be addressed to implement our suggestions.
Evidence That Counts--What Happens When Teachers Apply Scientific Methods to Their Practice: Twelve Teacher-Led Randomised Controlled Trials and Other Styles of Experimental Research
Author: Churches, Richard
Date: 2015-09-00
Type: Reports - Research
Subjects: Educational Research,Randomized Controlled Trials,Teacher Researchers,Foreign Countries,Teaching Methods,Research Methodology,Scientific Methodology,Experiments,Evidence Based Practice,Control Groups,Experimental Groups,Intervention,Pretests Posttests,Feedback (Response),Creative Writing,Rural Schools,Elementary Schools,Peer Teaching,Reading Skills,Check Lists,Mathematics Instruction,Video Technology,Technology Uses in Education,Homework,Elementary Secondary Education,Instructional Effectiveness,Maps,Problem Solving,Team Teaching,Teacher Collaboration,Grouping (Instructional Purposes),Low Achievement,Reading Programs,Achievement Gap

This publication contains 12 (A3 open-out) poster-style reports of teacher experimental research. The style of presentation parallels the type of preliminary reporting common at academic conferences and postgraduate events. At the same time, it aims to act as a form of short primer to introduce teachers to the basic options that there are when conducting this type of research. This said, the determined teacher-researcher would be advised to extend their reading further to full-scale textbooks such as Richard Churches and Eleanor Dommett's Teacher-led research: how to design and implement randomised controlled trials and other forms of experimental research which clearly explains how to choose and conduct the right statistical tests. CfBT Education Trust also offers an in-depth training programme over two days with access to statistical software and support for teachers when conducting and writing up their research. Most of the teachers in this report followed this programme in Wales, or in one case Dubai. Others, associated with Kyra Teaching School Alliance (led by Mount Street Academy, part of the CfBT Schools Trust), attended the Department for Education/National College for Teaching and Leadership training that Richard Churches delivered as part of the Closing the Gap: Test and Learn programme in England. [The teacher-researchers contributing to this document are as follows: Kate Andrews, Simon Andrews, David Ashton, Timm Barnard-Dadds, Sarah Baugh-Williams, Bridie Bear, Ceri Bibby, Wendy Blyth, Allison Davies, Rachel Elphick, Dean Flood, Emmet Glackin, Gavin Jones, Graeme Jones, Daniel Lear, Matthew Maughan, Jess Moore, Charlotte Morris, Theresa Peacock, James Siddle, Alison Turner, and Rob Wilson.]
Simulation-Extrapolation for Estimating Means and Causal Effects with Mismeasured Covariates
Author: Lockwood, J. R.
Date: 2015-10-00
Type: Journal Articles
Subjects: Simulation,Computation,Statistical Analysis,Statistical Bias,Regression (Statistics),Robustness (Statistics),Error of Measurement,Middle School Students,Mathematics Achievement,Grade 6,Influences,Monte Carlo Methods,Grade 5,Grade 7

Regression, weighting and related approaches to estimating a population mean from a sample with nonrandom missing data often rely on the assumption that conditional on covariates, observed samples can be treated as random. Standard methods using this assumption generally will fail to yield consistent estimators when covariates are measured with error. We review approaches to consistent estimation of a population mean of an incompletely observed variable using error-prone covariates, noting difficulties with applying these methods. We consider the application of Simulation-Extrapolation (SIMEX) as a simple and effective alternative. We provide technical conditions under which SIMEX will lead to a consistent estimator of a population mean and argue why it may function well in common settings. We use a simulation study to demonstrate its potential for removing nearly all of the bias in regression, weighting and doubly robust estimators for a population mean while maintaining precision competitive with what would be obtained without measurement error. We also discuss and evaluate options for estimating the standard error of the SIMEX mean estimator. Finally, we present an empirical example of estimating middle school effects on student achievement.
Transfer Student Induction Model: Providing a Path to Connection
Author: Hubbuch, Chris
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Transfer Students,Positive Behavior Supports,Student Mobility,School Orientation,Models,Middle School Students,Fidelity

Schools implementing positive behavioral interventions and supports work to establish and maintain fidelity of school-wide systems and practices. Depending on the mobility rate of the student population, initial efforts may not be enough to adequately support and personalize the induction experience for highly mobile students. This monograph will share a framework for a student induction model specifically designed to meet the needs of highly mobile students. The Transfer Student Induction Model, or TSIM was developed and implemented on the middle school level in Excelsior Springs, Missouri in 2010. TSIM was designed to support the specific social, emotional, and academic needs of highly mobile students. This model was carefully designed as a Tier 1 support with practical steps that protect existing school climate. Several structures and steps are suggested to implement this model with fidelity. This model was designed to be implemented using existing school personnel. TSIM is informed by educational research, tested by practitioners in the field, and easily adapts to different grade levels and community demographics.
Impact of Socio-Emotional Adjustment on Academic Achievement of Adolescent Girls in Jammu and Kashmir
Author: Gul, Showkeen Bilal Ahmad
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Emotional Adjustment,Social Adjustment,Females,Secondary School Students,Rural Urban Differences,Urban Areas,Predictor Variables,Statistical Analysis,Regression (Statistics)

The study examined the impact of socio-emotional adjustment on academic achievement of adolescent girls of Jammu and Kashmir. The purpose of the investigation was to study the relationship and effect of socio-emotional adjustment on academic achievement among adolescent girls. The descriptive survey research method was used for the study and the sample of 250 participants were randomly selected from ten higher secondary schools. The socio-emotional adjustment scale developed by Najam and Simeen (1991) adopted and revised by the investigator, and the academic achievement of previous year examination was used. The finding of the study revealed that: (1) there is a positive and significant correlation between socio-emotional adjustment and academic achievement of adolescent girls; (2) The socio-emotional adjustment of adolescent girls has a significant effect on their academic achievement; and (3) there was significant difference between rural and urban adolescent girls in their socio-emotional adjustment.
A Historical View of Subgroup Performance Differences on the SAT Reasoning Test™. Research Report No. 2006-5
Author: Kobrin, Jennifer L.
Date: 2007-00-00
Type: Tests/Questionnaires
Subjects: College Entrance Examinations,Gender Differences,Racial Differences,Language,Socioeconomic Status,Performance,Differences,Standardized Tests,Trend Analysis,Comparative Analysis,Grades (Scholastic),College Bound Students,National Competency Tests,Scores

This paper presents and reviews gender, racial/ethnic, language, and socioeconomic subgroup performance differences on the SAT® over nearly the last two decades. Theories on the existence of subgroup differences are examined. Substantial revisions to the SAT were made in 1994, and again in 2005. The short-term and long-term impact of these revisions on subgroup differences is evaluated. Furthermore, the trends in subgroup differences on the SAT are compared to those documented for other large-scale standardized tests (i.e., the ACT Assessment, National Assessment of Educational Progress), as well as those found in high school grades. This documentation of trends in subgroup differences on the SAT can be a useful resource for individuals interested in standardized tests as well as those studying how students' experiences might account for differences on the test. The following are appended: (1) Student Descriptive Questionnaire Questions; and (2) Tables.
A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. Research Report No. 2005-1. ETS RR-05-07
Author: Milewski, Glenn B.
Date: 2005-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Standardized Tests,Surveys,Reading Skills,Writing Skills,Hypothesis Testing,Alignment (Education),Test Validity,High Schools,Secondary School Teachers,College Faculty,Correlation,Curriculum,Teaching Methods,Sentences,Paragraph Composition,Essays,Tests,Critical Reading,Scores,Scoring

The current paper presents the results of a large-scale, national, reading and writing curriculum survey and evaluates the alignment of the survey results to the reading and writing skills measured by the new SAT®. It was hypothesized that the skills measured by the writing and critical reading sections of the new SAT would be aligned to the curricula reflected in the survey responses. A strong alignment would provide important validity evidence for the new SAT. A total of 2,351 high school and college teachers in the United States were asked about reading and writing skills, student proficiency in reading and writing, assignments, and background information. The results demonstrate a strong link between the skills measured by the new SAT and high school and college curricula and instructional practice. Limitations and next steps are discussed. The following are appended: (1) Sample SAT Items; and (2) Essay Scoring Guide.
A Historical Perspective on the Content of the SAT®. Research Report No. 2003-3. ETS RR-03-10
Author: Lawrence, Ida M.
Date: 2003-00-00
Type: Tests/Questionnaires
Subjects: Research Reports,Educational History,Test Content,Aptitude Tests,Testing Programs,Test Format,Mathematics Tests,Verbal Tests,Test Items,Standardized Tests,College Entrance Examinations,Educational Change

This paper provides an historical perspective on the content of the SAT. The review begins at the beginning, when the first College Board SAT (the Scholastic Aptitude Test) was administered to 8,040 students on June 23, 1926. At that time, the SAT consisted of nine subtests: Definitions, Arithmetical Problems, Classification, Artificial Language, Antonyms, Number Series, Analogies, Logical Inference, and Paragraph Reading. Over the years, the SAT has evolved in the way it measures what is now referred to as verbal and mathematical reasoning. With each redesign of the SAT, a variety of considerations were taken into account, including fairness issues, scaling issues, cost, public perception, face validity, changes in the test taking population, changes in patterns of test preparation, and changes in the college admission process. This paper describes the reasons for the various changes while emphasizing that the value of SAT scores rests on its high technical quality, and on the assumption that scores would maintain their meaning over time. A scholastic aptitude test is appended.
A Standard-Setting Study to Establish College Success Criteria to Inform the SAT® College and Career Readiness Benchmark. Research Report 2012-3
Author: Kobrin, Jennifer L.
Date: 2012-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Standard Setting,College Readiness,Career Readiness,Criteria,Benchmarking,Success,Academic Achievement,Scores,College Freshmen,Grade Point Average,Correlation,Probability

In 2011, the College Board released its SAT college and career readiness benchmark, which represents the level of academic preparedness associated with a high likelihood of college success and completion. The goal of this study, which was conducted in 2008, was to establish college success criteria to inform the development of the benchmark. The College Board convened a panel comprised of experts in educational policy and higher education to review data showing the relationship between SAT scores and college performance. Panelists were asked to provide two sets of ratings on what first-year college GPA (FYGPA) should be used to define the criterion for success in the first year of college; and two sets of ratings to define the probability level for a successful student attaining that FYGPA (probability of mastery). The mean FYGPA rating from the second round was 2.62 (with a median of 2.67), and the mean and median rating for probability of mastery was 70%. The SAT score associated with the panelists' final ratings was approximately 1580. Three appendices are included: (1) Sample Rating Form; (2) Percentage of Students in the SAT Validity Study Earning Different FYGPA by SAT Score Category, and by Gender and Ethnic Subgroups (table); and (3) Standard-Setting Evaluation Survey.
A Study of Fatigue Effects from the New SAT®. Research Report No. 2004-5. ETS RR-04-46
Author: Liu, Jinghua
Date: 2004-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Writing Skills,Fatigue (Biology),Influences,Writing Tests,Test Length,Comparative Analysis,Test Items,Essays,Performance,Verbal Ability,Mathematics Skills,Achievement,Questionnaires,Surveys,Mathematics Achievement,Hunger,Statistical Analysis,Scores,High School Students,Verbal Tests

This study evaluated whether the addition of a writing section to the SAT Reasoning Test™ (referred to as the SAT® in this study) would impact test-taker performance because of fatigue caused by increased test length. The study also investigated test-takers' subjective feelings of fatigue. Ninety-seven test-takers were randomly assigned to three groups: the first group took a current SAT with no essay; the second group took a pseudo new SAT composed of the current SAT plus an essay, with the essay appearing in the first section of the test; and the third group also took the pseudo new SAT with an essay, but with the essay in the last section. Test-taker performance on the verbal and math sections and the essay was then evaluated and compared. The results indicated that while the extended testing time for the new SAT may cause test-takers to feel fatigued, fatigue did not affect test-taker performance. Appended are: (1) SAT Fatigue Study Survey; and (2) SAT I Fatigue Study Survey.
Beyond Individual Differences: Exploring School Effects on SAT® Scores. Research Report No. 2004-3
Author: Everson, Howard T.
Date: 2004-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Institutional Characteristics,Correlation,Individual Differences,Academic Achievement,Extracurricular Activities,Socioeconomic Status,Logical Thinking,Verbal Ability,Mathematics Achievement,Scores,High School Students,Structural Equation Models,College Bound Students,Gender Differences,Ethnic Groups,Racial Differences,Goodness of Fit,Family Characteristics,Achievement Tests,Context Effect,Verbal Tests

This paper explores the complex, hierarchical relationship among school characteristics, individual differences in academic achievement, extracurricular activities, and socioeconomic background on performance on the SAT Reasoning Test™ verbal and mathematical sections. Using multilevel structural equation models (SEMs) with latent means, data from a national sample of college-bound high school students were analyzed. A nested series of structural equation models were fit simultaneously to eight subgroups (disaggregated by both gender and ethnicity) of high school students. Analyses suggest that multilevel structural equation models provide a reasonably good fit to the data, that family background influences SAT® scores directly and indirectly, that learning opportunities in and outside the school curriculum are related to SAT performance, and that the characteristics of the schools matter when it comes to performance on the SAT. The paper's main contention is that context matters and that researchers ought to move beyond analyses of individual differences when attempting to understand performance on large-scale standardized tests. An appendix contains 2 tables.
A Comparison of the College Outcomes of AP® and Dual Enrollment Students. Research Report 2015-3
Author: Wyatt, Jeffrey N.
Date: 2015-00-00
Type: Reports - Research
Subjects: Dual Enrollment,Outcomes of Education,Advanced Placement Programs,High School Students,Comparative Analysis,College Graduates,Academic Persistence,Scores,Student Characteristics,College Attendance,Probability,Graduation,Time to Degree,Grade Point Average,Databases,Student Records,College Entrance Examinations,Parent Background,Educational Attainment,Gender Differences,Racial Differences,Ethnic Groups,Statistical Analysis

Educators are increasingly focused on ensuring that students experience a rigorous curriculum in high school and graduate college and career ready. One way of introducing rigorous course work is to have students take college-level work, often in the form of either an AP® course and exam or a dual enrollment course. This study compared the outcomes of students who participated in either program and graduated high school in 2006. The outcomes investigated were four-year college enrollment, persistence at a four-year institution, graduation in four years, and graduation in six years, as well as first-year college grades. The results indicated that AP students who had obtained at least one score of 3 or higher on an AP Exam considerably outperformed on all examined outcomes except for four-year college enrollment, which was highest for students who had taken a dual enrollment course affiliated with a four-year college. AP students whose highest exam score was less than 3 performed as well or better than did students who took a dual enrollment course affiliated with a two year college for all outcomes. AP students whose highest exam score was lower than 3 outperformed students who took a dual enrollment course affiliated with a four-year college on some outcomes and underperformed on others. Tables are appended.