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Bosch, Nigel – Journal of Educational Data Mining, 2021
Automatic machine learning (AutoML) methods automate the time-consuming, feature-engineering process so that researchers produce accurate student models more quickly and easily. In this paper, we compare two AutoML feature engineering methods in the context of the National Assessment of Educational Progress (NAEP) data mining competition. The…
Descriptors: Accuracy, Learning Analytics, Models, National Competency Tests
Alexander, Nicola A.; Jang, Sung Tae – Educational Policy, 2020
This article explores the associations between the achievement of economically disadvantaged students and the presence of state policies that include student achievement in teacher evaluations. We looked at student achievement across all 50 states from 2007 through 2013. A simple comparison of states with and without the policy suggested that…
Descriptors: State Policy, Poverty, Academic Achievement, Economically Disadvantaged
Ramsay, James O.; Wiberg, Marie – Journal of Educational and Behavioral Statistics, 2017
This article promotes the use of modern test theory in testing situations where sum scores for binary responses are now used. It directly compares the efficiencies and biases of classical and modern test analyses and finds an improvement in the root mean squared error of ability estimates of about 5% for two designed multiple-choice tests and…
Descriptors: Scoring, Test Theory, Computation, Maximum Likelihood Statistics
Bohrnstedt, G.; Kitmitto, S.; Ogut, B.; Sherman, D.; Chan, D. – National Center for Education Statistics, 2015
The School Composition and the Black-White Achievement Gap study was undertaken by the National Center for Education Statistics to present both descriptive and associative information on the relationships among the percentage of students in a school who were Black (referred to as "Black student density" or "density"), the…
Descriptors: School Demography, Racial Composition, Achievement Gap, African American Students
Darling-Hammond, Linda – Learning Policy Institute, 2017
After passage of the Every Student Succeeds Act (ESSA) in 2015, states assumed greater responsibility for designing their own accountability and assessment systems. ESSA requires states to measure "higher order thinking skills and understanding" and encourages the use of open-ended performance assessments, which are essential for…
Descriptors: Performance Based Assessment, Accountability, Portfolios (Background Materials), Task Analysis
Darling-Hammond, Linda – Council of Chief State School Officers, 2017
The Every Student Succeeds Act (ESSA) opened up new possibilities for how student and school success are defined and supported in American public education. States have greater responsibility for designing and building their assessment and accountability systems. These new opportunities to develop performance assessments are critically important…
Descriptors: Performance Based Assessment, Accountability, Portfolios (Background Materials), Task Analysis
Wong, Manyee; Cook, Thomas D.; Steiner, Peter M. – Journal of Research on Educational Effectiveness, 2015
Some form of a short interrupted time series (ITS) is often used to evaluate state and national programs. An ITS design with a single treatment group assumes that the pretest functional form can be validly estimated and extrapolated into the postintervention period where it provides a valid counterfactual. This assumption is problematic. Ambiguous…
Descriptors: Evaluation Methods, Time, Federal Legislation, Educational Legislation
Quint, Janet; Zhu, Pei; Balu, Rekha; Rappaport, Shelley; DeLaurentis, Micah – MDRC, 2015
Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…
Descriptors: Models, Educational Change, Program Implementation, Reading Instruction
Quint, Janet; Zhu, Pei; Balu, Rekha; Rappaport, Shelley; DeLaurentis, Micah – MDRC, 2015
Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…
Descriptors: Models, Educational Change, Program Implementation, Reading Instruction
Ho, Andrew Dean – Journal of Educational and Behavioral Statistics, 2009
Problems of scale typically arise when comparing test score trends, gaps, and gap trends across different tests. To overcome some of these difficulties, test score distributions on the same score scale can be represented by nonparametric graphs or statistics that are invariant under monotone scale transformations. This article motivates and then…
Descriptors: Nonparametric Statistics, Comparative Analysis, Trend Analysis, Scores
Chang, Sau Hou – Online Submission, 2013
This chapter focuses on the instruction of diverse students in mainstream classrooms. The first part summarizes academic achievement of diverse students from different ethnicity, gender, language and social class. The second part discusses the characteristics of different diverse instruction. The third part suggests specific instructional…
Descriptors: Mainstreaming, Classroom Techniques, Student Diversity, Academic Achievement
Kitmitto, Sami – National Center for Education Statistics, 2011
The National Center for Education Statistics (NCES) continues to be interested in addressing the issue identified by the Government Accountability Office (GAO). With the release of the 2009 National Assessment of Educational Progress (NAEP) reading and mathematics assessments, NCES again had the opportunity to measure the status and change in…
Descriptors: Inclusion, Disabilities, National Competency Tests, Methods
Xu, Xueli; von Davier, Matthias – ETS Research Report Series, 2008
The general diagnostic model (GDM) utilizes located latent classes for modeling a multidimensional proficiency variable. In this paper, the GDM is extended by employing a log-linear model for multiple populations that assumes constraints on parameters across multiple groups. This constrained model is compared to log-linear models that assume…
Descriptors: Comparative Analysis, Models, Computation, National Competency Tests
Xu, Xueli; von Davier, Matthias – ETS Research Report Series, 2008
Three strategies for linking two consecutive assessments are investigated and compared by analyzing reading data for the National Assessment of Educational Progress (NAEP) using the general diagnostic model. These strategies are compared in terms of marginal and joint expectations of skills, joint probabilities of skill patterns, and item…
Descriptors: National Competency Tests, Probability, Reading Achievement, Test Items
Tarr, James E.; Ross, Daniel J.; McNaught, Melissa D.; Chavez, Oscar; Grouws, Douglas A.; Reys, Robert E.; Sears, Ruthmae; Taylan, R. Didem – Online Submission, 2010
The Comparing Options in Secondary Mathematics: Investigating Curriculum (COSMIC) project is a longitudinal study of student learning from two types of mathematics curricula: integrated and subject-specific. Previous large-scale research studies such as the National Assessment of Educational Progress (NAEP) indicate that numerous variables are…
Descriptors: Mathematics Education, Teacher Characteristics, Mathematics Achievement, Program Effectiveness
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