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Using Growth Models to Monitor School Performance Over Time: Comparing NCE, Scale and Scores on NRTs and SBTs. Pete Goldschmidt, Kilchan Choi, Felipe Martinez, and John Novak. American Educational Research Association Annual Meeting March, 2008. Introduction.
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Using Growth Models to Monitor School Performance Over Time: Comparing NCE, Scale and Scores on NRTs and SBTs
Pete Goldschmidt, Kilchan Choi, Felipe Martinez, and John Novak
American Educational Research AssociationAnnual Meeting
Using Growth Model Value Added estimates, do inferences about school change
Examine the role of the metric
NCE vs Scale Scores on a Vertically equated assessment.
Examine the role of switching Assessment type NRT vs SBT
Summary Parameter Estimates Compared
Estimated Initial Status
Residual Initial Status
Summary of Estimates Compared Using Rank Order Correlations
Also compare school ranks based on the residual Initial Status and Value Added estimates
Summary of Results Describing SAT-9 Reading Achievement
Correlations Between Value added estimates for NRT for models without student covariates
Correlations Between Value added estimates for NRT for models with student covariates
Comparison of Relative Bias to the Effect Size of Growth
While individual student characteristics’ impact differ depending on assessment used (though not metric) -particularly for growth,
School enrollment characteristics have virtually no impact inferences between NRT and SBT.
Using a relative scale for monitoring individual achievement growth when the assessment is vertically equated – significantly under-estimates growth.
Using a relative scale for monitoring school performance based on growth when the assessment is vertically equated – yield very consistent results to using an absolute scale.
No patterns as to where deviations may occur.
Individual results between NRT and CST highly correlated in each year.
Individual student characteristics affect relative performance
Attempting to become more egalitarian?
School results fairly consistent in Mathematics, but not in Language Arts
School characteristics have virtually no impact on changes in inferences or rankings of schools.
Means highly correlated with student background
Means inversely correlated to misingness
VA added estimates based on individual growth substantively less related to student background
VA added estimates based on individual growth substantively less related to missingness