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|NCES 2023055||Overview of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017): Technical Report
This technical report provides general information about the study and the data files and technical documentation that are available. Information was collected from students, their parents or guardians, their teachers, and their school administrators. The data collection included direct and indirect assessments of middle grades students’ mathematics, reading, and executive function, as well as indirect assessments of socioemotional development in 2018 and again in 2020. MGLS:2017 field staff provided additional information about the school environment through an observational checklist.
|REL 2021106||The reliability of shorter assessments in New Jersey for group-level inferences
Education policymakers must balance the reliability of assessments to measure academic knowledge and skills with the burdens that assessments place upon students, teachers, and schools. In 2019, New Jersey began using the New Jersey Student Learning Assessments (NJSLA), shorter assessments based on the Partnership for Assessment of Readiness for College and Careers (PARCC). Regional Educational Laboratory researchers examined the reliability of test results for the NJSLA by comparing results at the school, test, and subgroup levels from 2016 to 2019. The findings indicated a high degree of reliability across most measures the researchers examined; during the transition to the NJSLA, the reliability did not decrease for any test results—except the Algebra 2 test—reported by the New Jersey Department of Education. The instability of the Algebra 2 results was most likely not attributable to changes in the assessment but instead to changes in the student population that was required to take the test following a change in the state’s testing requirements .
|REL 2014039||The Appropriateness of a California Student and Staff Survey for Measuring Middle School Climate
The purpose of this study was to examine the appropriateness of using student and staff self-report surveys—the California School Climate, Health, and Learning Survey (Cal-SCHLS)—to assess school climate in middle schools. The study examined (a) the domains of school climate assessed by the surveys; (b) the reliability of the surveys at both the respondent and school levels; (c) the stability of the survey measures over time; and (d) the relationship of the survey measures to student achievement and discipline. The results suggested that the Cal-SCHLS student survey can be used to validly and reliably assess the following six school-climate domains at the school level: (a) safety and connectedness; (b) caring relationships with adults; (c) meaningful participation; (d) substance use at schools; (e) bullying and discrimination; and (f) delinquency. The Cal-SCHLS teacher survey can also be used to validly and reliably assess six domains: (a) support and safety; (b) caring staff-student relationships; (c) staff peer relationships; (d) student health and engagement; (e) student delinquency; and (f) resource provision. The surveys may help educators identify building-level needs related to school climate, target supports and reforms, and monitor progress in climate improvement efforts.
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