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NAEP Analysis and Scaling → Estimation of Population and Student Group Distributions → Variables That Define Groups in NAEP → Reading Long-Term Trend Assessment Estimation Variables for 2008

Reading Long-Term Trend Assessment Estimation Variables for 2008

Variables used in the population-structure model for the reading 2008 long-term trend assessment are listed and described below.   

Main effects used in the population-structure model:

  • Hispanic – This variable has three levels: yes, no, or missing.
  • Race variables (from the student background questionnaire) – There are five variables: White, Black, Asian, American Indian, and Pacific Islander. These variables are marked as either “yes” or “missing.” Students are allowed to fill in more than one oval and, therefore, each one is a separate background variable.
  • DSEX – School reported gender. This variable has three levels: male, female, or missing.
  • DRACEM – School reported race. This variable has eight levels: White, Black, Hispanic, Asian, American Indian, multi-racial, other, and missing.
  • SDRACEM – Student reported race. This variable has seven levels: White, Black, Hispanic, Asian, American Indian, other, and missing.
  • SCHTYPE – Type of school. This variable has six levels: public, private, Catholic, Bureau of Indian Education, Department of Defense, and missing.
  • CENSREG – Regions as defined by the Census Bureau. This variable has six levels: Northeast, Midwest, South, West, DoDEA Interantional, and missing.
  • REGION – Regions as defined by NAEP. This variable has six levels: Northeast, Southeast, Central, West, DoDDS, and missing.
  • UTOL4 – Type of location. This variable has five levels: city, suburb, town, rural, and missing.
  • PARED – Parents education level. Information for this variable is collected from students aged 13 and 17 only. It has six levels: did not graduate from high school, high school graduate, some education after high school, college graduate, unknown, and missing.
  • SLUNCH1 – School reported free or reduced-price school lunch. This variable has four levels: eligible, not eligible, not available, and missing.
  • IEP – School-reported student with disability. This variable has three levels: yes, no, and missing.
  • ELL3 – English language learner. This variable has four levels: yes, no, formerly, and missing.
  • ACCOM2Accommodations. This variable has three levels: accommodated, not accommodated, and missing.

.Main effects not used in interactions:

  • UTOL12 – Type of location. This variable has 13 levels: LrgCity, MidCity, SmlCity, LrgSubrb, MidSubrb, SmlSubrb, FrgTown, DistTown, RmtTown, FrgRural, DistRural, RmtRural, and Missing.
  • SLUNCH – School lunch. This variable has seven levels: NotEll, Red, Free, NoInfo, Refusal, NotPart, and Missing.
  • 12 Additional Accommodations Variables – Each of these variables BilBook, BilDict, LargPrint, ExtTime, ReadAloud, SmallGrp, OneOnOne, Scrib/PC, Other, Breaks, Magnif, StaffAdmin are scored as Yes/Missing.
  • CENSDIV – Census division. This variable has 11 levels: NewEngla, Midatl, Eastnoce, Westnoce, Southatl, Eastsoce, Westsoce, Mountain, Pacific, DoDEA International, and Missing.
  • PCTBLKC – Percentage of Black students. This variable has six levels: 0, 1–5, 6–25, 26–50, 51+, and Missing.
  • PCTHSPC – Percentage of Hispanic students. This variable has six levels: 0, 1–5, 6–25, 26–50, 51+, and Missing.
  • PCTASNC – Percentage of Asian students. This variable has six levels: 0, 1–5, 6–25, 26–50, 51+, and Missing.
  • PCTINDC – Percentage of American Indian students. This variable has six levels: 0, 1–5, 6–25, 26–50, 51+, and Missing.

Two-way interactions included in the population-structure model: All main effects listed above were used to examine two-way interactions with the exception of Hispanic x Hispanic and CENSREG x REGION. (Note: Hispanic x Hispanic interaction means that Hispanic [yes, no, or missing] is not crossed with Hispanic from DRACEM or SDRACEM.)

Three-way interactions included in the population-structure model: Hispanic x 5 race variables x (each of the) main effects listed above

Variables obtained from student questionnaire:

  • Type of Hispanic: Mexican
  • Type of Hispanic: Puerto Rican
  • Type of Hispanic: Cuban
  • Type of Hispanic: Other
  • Family get newspaper
  • Family get magazines
  • Books in home
  • Computer in home
  • Encyclopedia in home
  • How many pages read in school and for homework
  • How much time spent on homework
  • Talk about studies at home
  • How many days absent
  • How much television do you watch
  • How far in school did you mother go (age 13 and 17 only)
  • How far in school did your father go (age 13 and 17 only)
  • Language other than English spoken in home
  • Which describes high school program (age 17 only)
  • How often do you read for fun (reading only)
  • How often do you tell a friend about a good book (reading only)

Variables obtained from students with disabilities (SD) and English language learner (ELL) questionnaires:

  • Items 1, 2, 7 (12 levels), 8, and 9 were obtained from the SD questionnaire (659k PDF).
  • Items 1, 2, 7, 8, and 9 (4 levels) were obtained form the ELL questionnaire (688k PDF).


 


Last updated 23 November 2011 (JL)
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