The State of the State in Reading Barbara Foorman, Ph.D. Yaacov Petscher, Ph.D. Florida State University Florida Center for Reading Research
Closing the Achievement Gap • Has been the focus of the federal initiative in education since ESEA passed in 1965. • Controlling for SES (FRL, minority, ELL status) in analyzing for achievement gains is widespread. Ex: Beat the Odds analyses. • With NCLB passage in 2001 and emphasis on AYP, value-added analyses popular. • Debates regarding growth vs. attainment and definitions of proficiency continue.
Outcome Measures • Percent meeting high standards in reading: % students passing FCAT (FCAT SSS) • Percent making reading gains: % students making one year’s worth of growth (FCAT DSS) • Percent of lowest 25% making reading gains: % students in lowest quartile that made 1 year of growth (FCAT DSS
Comparison of Methods • Covariate Adjusted Scores • Demographics • Academic achievement • Latent Class Analysis • Demographics • Academic achievement
FLDOE Method • Sort your data file • Calculate mismatches • Identify schools that meet some criteria • What schools are consistently in the same group over all three dependent variables?
Different Approach Policy analyses are fun but….. Do schools tend to cluster? Can we describe profiles in a meaningful way? Are profiles similar to BTO groupings? What are the differences in identification?
Evaluating Fit Traditional LCA AIC BIC Boostrap Likelihood Ratio Test Entropy Posterior Probability Used a conservative estimate of 0.80 Elementary – 14 schools dropped Middle – 8 schools dropped High – 5 schools dropped
What Can We Do? Describe the clusters Explain the differences Provide better recommendations to stakeholders Benefits of LCA Reduced measurement error Include all schools Multivariate
The End BFoorman@fcrr.org YPetscher@fcrr.org