The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) is a follow-up study with students who participated in PISA 2012 in the United States. The study is designed to measure how performance on PISA 2012 relates to subsequent measures of outcomes and skills of young adults on an online assessment, Education and…

Most questions in social and biomedical sciences are causal in nature: what would happen to individuals, or to groups, if part of their environment were changed? In this groundbreaking text, two world-renowned experts present statistical methods for studying such questions. This book starts with the notion of potential outcomes, each corresponding…

The 2011 NAEP-TIMSS linking study conducted by the National Center for Education Statistics (NCES) was designed to predict Trends in International Mathematics and Science Study (TIMSS) scores for the U.S. states that participated in 2011 National Assessment of Educational Progress (NAEP) mathematics and science assessment of eighth-grade students.…

Written by a social worker for social work students, this is a nuts and bolts guide to statistics that presents complex calculations and concepts in clear, easy-to-understand language. It includes numerous examples, data sets, and issues that students will encounter in social work practice. The first section introduces basic concepts and terms to…

This quantitative analysis of published results on the effect of coaching on Scholastic Aptitude Test scores differs from previous studies by separating out the within-study sampling error from the variation in coaching effectiveness. The authors conclude that the size of the positive effect seems too small to be practically important. (Author/SK)

The functioning of two population-based Mantel-Haenszel (MH) common-odds ratios was compared. One ratio is conditioned on the observed test score, while the other is conditioned on a latent trait or true ability score. When the comparison group distributions are incongruent or nonoverlapping to some degree, the observed score represents different…

The second approach used by L. V. Hedges and L. Friedman (1993) in their reanalysis of Feingold's earlier results is conceptually equivalent and yields results consistent with the original interpretation. The first method yields results that are discrepant. Analyses of variations in tail effect sizes are planned. (SLD)

Feingold's reply illustrates that his steps in characterizing tail effect sizes are not the calculations the authors had imagined. Attempting to reproduce Feingold's calculations, the authors still often find themselves in disagreement with interpretations Feingold has placed in his table. (SLD)

Analyzes effect sizes in tails of distribution of scores in Feingold's study of joint effects of gender differences in mean and variability on 28 cognitive-ability scales. Effect sizes are smaller than Feingold assumed. Evaluates joint effect of gender differences by number of males and females in extreme score ranges. (SLD)

In 1983 the Maryland State Department of Public Education (MSDE) issued a request for proposals for "The Development of the Score Reporting System for the Maryland Functional Testing Program." The MSDE called for a literature review, a national survey, a statewide survey of user needs and capabilities, an assessment of the state's report…