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Explaining the Relationship between Resources and Student Achievement: A Methodological Comparison of Production Functions and Canonical Analysis
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Knoeppel, Robert C.; Rinehart, James S. – Educational Considerations, 2008
The purpose of this study was to compare multiple regression with canonical analysis in order to introduce a new, policy relevant methodology to the literature on production functions. Findings from this study confirmed the results of past inquiries that found a relationship between the inputs to schooling and measures of student achievement. A…
Descriptors: Academic Achievement, Literature Reviews, Multiple Regression Analysis, Predictor Variables
Relationships among Measures as Empirical Evidence of Validity: Incorporating Multiple Indicators of Achievement and School Context
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Goldschmidt, Pete; Martinez, Jose Felipe; Niemi, David; Baker, Eva L. – Educational Assessment, 2007
In this article we examine empirical evidence on the criterion, predictive, transfer, and fairness aspects of validity of a large-scale language arts performance assessment, referred to as the Performance Assignment (PA). We use multilevel models to avoid biased inferences that might result from the naturally nested data. Specifically, we examine…
Descriptors: Language Arts, Performance Based Assessment, Academic Achievement, Performance Tests
Making the Grade: How a Semester in Washington May Influence Future Academic Performance
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Lowenthal, Diane J.; Sosland, Jeffrey K. – Journal of Political Science Education, 2007
By examining American University's Washington Semester Program (AUWSP), this project analyzes the impact of intensive undergraduate experiential and active learning on subsequent student academic performance. In this article, we discuss the differences between traditional, active, and experiential learning methods to better understand the…
Descriptors: Grade Point Average, Focus Groups, Academic Achievement, Alumni
The Development and Testing of a School Improvement Model
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Leithwood, Kenneth; Jantzi, Doris; McElheron-Hopkins, Charryn – School Effectiveness and School Improvement, 2006
This multimethod study generated and tested a "best evidence" model of school improvement processes (SIP) capable of improving student achievement. Initially developed through the review of a comprehensive body of previous empirical research, the model was further refined through a 2, 5-year longitudinal study in 10 schools. A quantitative test of…
Descriptors: Educational Change, Academic Achievement, Multitrait Multimethod Techniques, Convergent Thinking
Overcoming Problems in Confirmatory Factor Analyses of MTMM Data: The Correlated Uniqueness Model and Factorial Invariance.
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Marsh, Herbert W.; And Others – Multivariate Behavioral Research, 1992
Results of a reanalysis of previously published data (B. M. Byrne, 1989) support the correlated uniqueness model, diagnostic tests of the validity of confirmatory factor analysis (CFA), multitrait multimethod (MTMM) solutions, inclusion of external validity in MTMM design, and application of factorial invariance to test stability of CFA-MTMM…
Descriptors: Academic Achievement, Construct Validity, Elementary Secondary Education, High Achievement
Modeling MTMM Data from Additive and Multiplicative Covariance Structures: An Audit of Construct Validity Concordance.
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Byrne, Barbara M.; Goffin, Richard D. – Multivariate Behavioral Research, 1993
Extent to which findings derived from 4 approaches to multimethod multitrait analyses (MTMM) were consistent in providing estimates of construct validity related to measurement of 4 dimensions of perceived competence across 4 maximally dissimilar rating methods was determined using sample of 158 eleventh graders in Canada. Four MTMM approaches…
Descriptors: Academic Achievement, Construct Validity, English, Estimation (Mathematics)