Longitudinal models of individual growth typically emphasize between-person predictors of change but ignore how growth may vary "within" persons because each person contributes only one point at each time to the model. In contrast, modeling growth with multi-item assessments allows evaluation of how relative item performance may shift…

Longitudinal models typically emphasize between-person predictors of change but ignore how growth varies "within" persons because each person contributes only one data point at each time. In contrast, modeling growth with multi-item assessments allows evaluation of how relative item performance may shift over time. While traditionally…

Recent evidence points to the early elementary grades as a pivotal point for the development of science learning trajectories and achievement gaps. Using data from the Early Childhood Longitudinal Study, this study estimates the degree to which time spent on science and the breadth of science topics/skills covered predict science achievement in…

School-average achievement is often reported to have positive effects on individual achievement (peer spillover effect). However, it is well established that school-average achievement has negative effects on academic self-concept (big-fish-little-pond effect [BFLPE]) and that academic self-concept and achievement are positively correlated and…

The current study examines the consistency of two response-to-intervention (RTI) decision-making models. Weekly progress monitoring data for 30 students participating in a Tier II intervention were collected for 30 weeks. The data were examined by comparing them to an aimline with a yearly goal and by computing a dual discrepancy (DD) using…

The purpose of this study was to examine the impact of probe variability on the ability to replicate results in brief experimental analysis (BEA) of reading. In the first phase of the study, 41 first- and second- grade students completed 16 oral reading fluency probes. Calculations of probe difficulty were used to identify Low and High Variability…

Because random assignment is not possible in observational studies, estimates of treatment effects might be biased due to selection on observable and unobservable variables. To strengthen causal inference in longitudinal observational studies of multiple treatments, we present 4 latent growth models for propensity score matched groups, and…

In this technical report, the authors describe the development and piloting of reading comprehension measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fifth grade. They begin with a brief overview of the two conceptual frameworks underlying the…

In this technical report, the authors describe the development alternate forms of three types of early literacy measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fourth grade. They begin with a brief overview of the two conceptual frameworks underlying…

Education has become one of the most important issues in American society, often dominating the political landscape in response to lagging academic achievement and persistent gaps in performance between advantaged and disadvantaged children. In response, a variety of educational reforms have been implemented ranging from increased accountability…