The state of the state in reading
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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.

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The state of the state in reading

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
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
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
Comparison of Methods

  • Covariate Adjusted Scores

    • Demographics

    • Academic achievement

  • Latent Class Analysis

    • Demographics

    • Academic achievement




Elementary students
Elementary - Students




Fldoe method
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
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
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
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
The End

BFoorman@fcrr.org

YPetscher@fcrr.org