Search Results: (16-30 of 42 records)
|Whether and How to Use State Tests to Measure Student Achievement in a Multi-State Randomized Experiment: An Empirical Assessment Based on Four Recent Evaluations
An important question for educational evaluators is how best to measure academic achievement, the outcome of primary interest in many studies. In large-scale evaluations, student achievement has typically been measured by administering a common standardized test to all students in the study (a “study-administered test”). In the era of No Child Left Behind (NCLB), however, state assessments have become an increasingly viable source of information on student achievement. Using state tests scores can yield substantial cost savings for the study and can eliminate the burden of additional testing on students and teaching staff. On the other hand, state tests can also pose certain difficulties: their content may not be well aligned with the outcomes targeted by the intervention and variation in the content and scale of the tests can complicate pooling scores across states and grades.
This NCEE Reference Report, Whether and How to Use State Tests to Measure Student Achievement in a Multi-State Randomized Experiment: An Empirical Assessment Based on Four Recent Evaluations, examines the sensitivity of impact findings to (1) the type of assessment used to measure achievement (state tests or a study-administered test); and (2) analytical decisions about how to pool state test data across states and grades. These questions are examined using data from four recent IES-funded experimental design studies that measured student achievement using both state tests and a study-administered test. Each study spans multiple states and two of the studies span several grade levels.
|Estimating the Impacts of Educational Interventions Using State Tests or Study-Administered Tests
State assessments provide a relatively inexpensive and increasingly accessible source of data on student achievement. In the past, rigorous evaluations of educational interventions typically administered standardized tests selected by the researchers ("study-administered tests") to measure student achievement outcomes. Increasingly, researchers are turning to the lower cost option of using state assessments for measures of student achievement.
|2011 National Board for Education Sciences Annual Report
2011 National Board for Education Sciences Annual Report
|A Study of States' Monitoring and Improvement Practices Under the Individuals with Disabilities Education Act
This report provides a description of the nature and scope of states' Part B and Part C monitoring systems. Data on 20 states' monitoring systems in 2004–05 and 2006–07 were collected during two site visits. The report describes states' approaches to monitoring and how states' monitoring systems and processes mapped onto a framework developed for the study.
|Access to Educational and Community Activities for Young Children with Disabilities
This report describes access for young children with disabilities in two specific domains: community activities, including extracurricular activities and family recreation, and kindergarten classroom experiences. It also examines how access and participation in these activities may vary by child, family, and school district characteristics.
|Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children
The report, Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001), provides the results from the evaluation of the seven SACD programs carried out by MPR. The report includes three key findings: 1) the seven SACD programs increased the reported implementation of classroom activities intended to increase students' social and character development, 2) the control schools also reported the use of a variety of activities intended to increase students' social and character development as "standard practice" but not at the same levels as the treatment schools, and 3) there were no differences in students' social and emotional competence, behaviors, academic performance, or perceptions of school climate between students in schools implementing one of the seven SACD programs and those in the control schools.
|Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School
This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population.
|Statistical Power Analysis in Education Research
This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research. For multilevel evaluation studies in the field of education, it is important to account for the impact of clustering on the standard errors of estimates of treatment effects. Using ideas from survey research, the paper explains how sample design induces random variation in the quantities observed in a randomized experiment, and how this random variation relates to statistical power. The manner in which statistical power depends upon the values of intraclass correlations, sample sizes at the various levels, the standardized average treatment effect (effect size), the multiple correlation between covariates and the outcome at different levels, and the heterogeneity of treatment effects across sampling units is illustrated. Both hierarchical and randomized block designs are considered. The paper demonstrates that statistical power in complex designs involving clustered sampling can be computed simply from standard power tables using the idea of operational effect sizes: effect sizes multiplied by a design effect that depends on features of the complex experimental design. These concepts are applied to provide methods for computing power for each of the research designs most frequently used in education research.
|Teacher Perspectives of School-Level Implementation of Alternate Assessment for Students With Significant Cognitive Disabilities
Read about teachers' perspectives on school-level implementation of alternate assessments in a national study released by the National Center for Special Education Research. This study included more than 400 teachers of students with significant cognitive disabilities from three states. The report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their classroom environments. It also describes their perspectives on how well they understand the alternate assessment system, their expectations and beliefs, the availability and use of instructional resources, and their students' opportunity to learn academic content.
Key findings include:
|State Profiles on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments
This report describes individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state for the 2006-2007 school year.
|National Profile on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments
This report summarizes national level findings from the document analysis and data verification activities for the 2006-07 school year across the 50 states and the District of Columbia.
|Facts from NLTS-2: Secondary School Experiences and Academic Performance of Students with Mental Retardation
The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the secondary school experiences and academic achievements of students with mental retardation who received special education services. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.
|Basic Reading Skills and the Literacy of the America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies
The 2003 NAAL assessed the English literacy skills of a nationally representative sample of 18,500 U.S. adults (age 16 and older) residing in private households. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL project comprised four assessment components: the core literacy tasks, the main literacy assessment, the Fluency Addition to NAAL (FAN), and the Adult Literacy Supplemental Assessment (ALSA). Results from the main literacy assessment are reported as averages and as the percentage of adults in each of four literacy levels: Below Basic, Basic, Intermediate, and Proficient. This report focuses on results from the FAN and the ALSA.
The Adult Literacy Supplemental Assessment (ALSA) was administered to adults unable to successfully answer the core literacy tasks. Instead of completing the main literacy assessment, these adults completed the ALSA, which gathered information about their letter-reading, word-reading, word-identification, and basic comprehension skills.
The Fluency Addition to NAAL (FAN) measures the basic reading skills of America’s adults. The FAN was administered to all adults who participated in the NAAL project following the completion of the main literacy assessment or the supplemental assessment.
|Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School
The report uses data from the third wave of data collection from the National Longitudinal Transition Study-2 (NLTS2) to provide information on youth with disabilities who had been out of secondary school up to 4 years in several key domains, including: (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.
|The Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study
The National Center for Special Education Research has released the third major report from the Pre-Elementary Education Longitudinal Study (PEELS) entitled, "The Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study." This report describes changes in services and eligibility at times of transition, transitions into kindergarten, and social skills and problem behavior of young children with disabilities from 2003-04 to 2005-06.
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