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Predicting Fcat Performance Research Brief
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Book Synopsis Predicting FCAT Performance. Research Brief by : Terry Froman
Download or read book Predicting FCAT Performance. Research Brief written by Terry Froman and published by . This book was released on 2005 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student scores on the Florida Comprehensive Assessment Test (FCAT) tests are increasingly being used for administrative purposes. Promotion and placement decisions are largely governed by FCAT performance. Although efforts are made to make the FCAT scores available as soon as possible, for some purposes they are not on hand when needed. Additionally, as the importance of FCAT scores increases, it becomes more desirable to have some kind of early indication of how students are expected to score at each grade level, even before the tests are administered. In response to these growing needs for anticipation of FCAT scores, this paper presents a method for predicting FCAT scores based on the previous year's performance.
Book Synopsis An Early Warning System by : Terry Froman
Download or read book An Early Warning System written by Terry Froman and published by . This book was released on 2008 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Research Brief presents a method for predicting 10th grade Florida Comprehensive Assessment Test (FCAT) success from 6th grade FCAT performance. A simple equation provides the most probable single score prediction, and give-or-take error margins define high and low probability zones for expected 10th grade scores. In addition, a double-entry table provides estimates of the probability of success on both the Reading and Mathematics tests in 10th grade. The procedures are presented in an extended analogy to weather predictions.
Book Synopsis Predicting FCAT Science Scores 2007-08. Research Brief by : Terry Froman
Download or read book Predicting FCAT Science Scores 2007-08. Research Brief written by Terry Froman and published by . This book was released on 2007 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although students have been taking the Florida Comprehensive Assessment Test (FCAT) Science test for a few years, the State included the performance on the Science test in the school grade calculations for the first time in 2006-07. Although no official guidelines exist presently, the Science scores may also be incorporated in the NCLB Adequately Yearly Progress requirements in the near future. With the growing importance of the Science test, it becomes increasingly desirable to have some way of predicting the performance of students. In other FCAT testing areas, prediction formulas and cutoff scores for success have been developed by this office and made available to schools for several years. However, because the Science test is relatively new and because it is administered in only Grades 5, 8, and 11, prediction for this test must proceed along different lines. This paper presents the results of an analysis directed toward predicting students' Science scores based on their performance on the FCAT Mathematics test of the previous year. [For the 2006-07 edition of this report, see ED538076.].
Book Synopsis Predicting FCAT Science Scores 2006-07. Research Brief by : Terry Froman
Download or read book Predicting FCAT Science Scores 2006-07. Research Brief written by Terry Froman and published by . This book was released on 2006 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although students have been taking the Florida Comprehensive Assessment Test (FCAT) Science test for a few years, the State has only recently set the achievement-level standards for the Science test. Science will be included in the school grade calculations for the first time in 2006-07. In addition, although no official guidelines exist presently, the FCAT Science scores will also be incorporated in the Adequate Yearly Progress requirements in the near future. With the growing importance of the FCAT Science test, it becomes increasingly desirable to have some way of predicting the performance of students. In other FCAT testing areas, prediction formulas and cutoff scores for success have been developed by this office and made available to schools for several years. However, because the FCAT Science test is relatively new and because it is administered in only Grades 5, 8, and 11, prediction for this test must proceed along different lines. This paper presents the results of an analysis directed toward predicting students' Science scores based on their performance on the FCAT Mathematics test of the previous year.
Book Synopsis Predicting 3rd Grade and 10th Grade FCAT Success for 2007-08. Research Brief by : Terry Froman
Download or read book Predicting 3rd Grade and 10th Grade FCAT Success for 2007-08. Research Brief written by Terry Froman and published by . This book was released on 2008 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10 graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students must earn a passing score of 300 or higher in reading and mathematics to qualify for a standard diploma. Many of our students are at risk of not meeting these requirements and having their academic progress interrupted. Clearly, any help in predicting which students may be in jeopardy of not passing the FCAT would help in providing targeted academic remediation to the students most in need. The service of providing predictions has been very well received by school sites and has proved useful in identifying and prioritizing those students needing additional attention. This research brief is a continuation of that annual service. [For the 2006-07 edition of this report, see ED538075.].
Book Synopsis Predicting 3rd Grade and 10th Grade FCAT Success for 2006-07. Research Brief by : Terry Froman
Download or read book Predicting 3rd Grade and 10th Grade FCAT Success for 2006-07. Research Brief written by Terry Froman and published by . This book was released on 2006 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10th graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students must earn a passing score of 300 or higher in reading and mathematics to qualify for a standard diploma. Many of our students are at risk of not meeting these requirements and having their academic progress interrupted. Clearly, any help in predicting which students may be in jeopardy of not passing the FCAT would help in providing targeted academic remediation to the students most in need. The service of providing predictions has been very well received by schools sites and has proved useful in identifying and prioritizing those students needing additional attention. This research brief is a continuation of that annual service.
Book Synopsis Methodological Differentiation in Assessing the Value-Added of Florida's Interim Reading Assessment System to Predicting FCAT's Mean Proficiency by : Barbara R. Foorman
Download or read book Methodological Differentiation in Assessing the Value-Added of Florida's Interim Reading Assessment System to Predicting FCAT's Mean Proficiency written by Barbara R. Foorman and published by . This book was released on 2011 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Florida, mean proficiency scores are reported on the Florida Comprehensive Achievement Test (FCAT) as well as recommended learning gains from the developmental scale score. Florida now has another within-year measure of growth in reading comprehension from the Florida Assessments for Instruction in Reading (FAIR). The FAIR reading comprehension screen is administered three times a year in a computer-adaptive system to students in grades 3-10. The authors' objective in this presentation is to answer the following research questions: (1) What are the correlations between FCAT and the FAIR reading comprehension scores (FCAT success probability and reading comprehension ability)?; (2) What is the value added of the FAIR reading comprehension screen to prior FCAT?; (3) Does the FAIR reading comprehension screen significantly reduce identification errors above and beyond prior FCAT?; (4) What is the value added to predicting FCAT of using Bayesian mean estimates of growth in FAIR reading comprehension compared to difference scores?; and (5) What is the value added to predicting FCAT of using Bayesian mean estimates of growth and prior FCAT scores? Findings reveal that there ways to improve on the traditional "mean proficiency" approach to accountability. The FAIR reading comprehension screen correlated highly with FCAT reading scores. Incorporating the autoregressor of prior FCAT and FAIR performance at the winter assessment into the prediction of current FCAT accounted for up to 7% unique variance. The Simple Difference approach to measuring FAIR growth accounted for up to 2-3% unique variance above and beyond the model which included the FCAT autoregressor and winter performance on the FAIR. Such improvements in FCAT prediction lead to (a) reduction in false positives in classifying student risk and (b) better placement for reading intervention. (Contains 5 tables.).
Book Synopsis Predictability of Progress Monitoring and Socio-Demographic Factors on FCAT Performance by : Melissa Moneypenny Pratto
Download or read book Predictability of Progress Monitoring and Socio-Demographic Factors on FCAT Performance written by Melissa Moneypenny Pratto and published by . This book was released on 2014 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Regression models were also conducted to determine the amount of variance in the interactions among variables on student FCAT score. Interaction among the socio- demographic variables explained 44% of the variance in FCAT scores. The addition of the FAIR comprehension percentile score to the regression equation with the socio-demographic indicators, showed that 65% of the variance in student FCAT scores was explained. Based on these results, future studies should focus on the effect that teacher instructional practice can have on student progress monitoring scores and how accommodations affect the performance of students with disabilities. Implications for schools include the need to examine socio-demographic indicators in combination with progress monitoring scores to predict student performance.
Download or read book FCAT Retakes written by Terry Froman and published by . This book was released on 2009 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to Florida Law, students must pass the Grade 10 FCAT, among other academic requirements, in order to receive a standard high school diploma. Specifically, students must achieve a "passing" score of 300 or above on both the FCAT SSS Reading and the FCAT SSS Mathematics tests. Technically, students can retake the FCAT as many times as they want, until they pass it, and can even enroll for a "free" 13th year of public education should they need additional instruction to successfully pass the FCAT. At the time of this study, students had up to seven standard opportunities to pass the Grade 10 FCAT prior to graduation. Students who did not pass the FCAT in the spring of their sophomore year could retest in the fall, spring, and summer of their junior and senior years. The purpose of this study is to report the results of tracking the FCAT retake occurrences and outcomes for one grade-level cohort group as they advance through their M-DCPS careers. Although summaries of the test results for any retake occasion across all current test-takers have been available on a yearly basis, this is the first cumulative tracking for FCAT retake performance.
Book Synopsis Academic Assessment and Intervention by : Steven Little
Download or read book Academic Assessment and Intervention written by Steven Little and published by Routledge. This book was released on 2014-01-21 with total page 363 pages. Available in PDF, EPUB and Kindle. Book excerpt: Serving students with academic deficiencies necessitates communication and collaboration among professionals from several disciplines. Academic Assessment and Intervention brings together divergent approaches in order to demonstrate that scientific evidence, rather than biases or previous practice, must determine assessment practices that are selected and used for particular purposes. Similar to a handbook in its comprehensive topical coverage, this edited collection provides a contextual foundation for academic assessment and intervention; describes both norm-referenced and curriculum-based assessment/measurement in detail; considers the implications of both of these assessments on ethnically diverse populations; provides a clear link between assessment, evidence-based interventions and the RTI model; and considers other important topics related to this area such as teacher behavior. Intended primarily for graduate-level courses in education, school psychology, or child clinical psychology, it will also be of interest to practicing professionals in these fields.
Book Synopsis Beyond Decoding by : Richard K. Wagner
Download or read book Beyond Decoding written by Richard K. Wagner and published by Guilford Press. This book was released on 2009-06-19 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: What cognitive processes and skills do children draw on to make meaning from text? How are these capacities consolidated over the course of development? What puts some learners at risk for comprehension difficulties? This authoritative volume presents state-of-the-science research on the behavioral and biological components of successful reading comprehension. Uniquely integrative, the book covers everything from decoding, fluency, and vocabulary knowledge to embodiment theory, eye movements, gene–environment interactions, and neurobiology. The contributors are prominent investigators who describe their methods and findings in depth and identify important implications for the classroom.
Book Synopsis A Study of the Marzano Teacher Evaluation Model and Student Achievement at 24 Elementary Schools in a Large Suburban School District in Central Florida by : Amy Russ Flowers
Download or read book A Study of the Marzano Teacher Evaluation Model and Student Achievement at 24 Elementary Schools in a Large Suburban School District in Central Florida written by Amy Russ Flowers and published by . This book was released on 2013 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation®tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this study concerning the relationship and predictability between the variables of teacher instructional practice scores, number of observations reported in the iObservation®tool, and student achievement in Grades 3-5 using reading and mathematics FCAT 2.0 DSS scores. Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis further suggested no statistical significance or predictability for Grades 4, 5 for instructional practice mean and Grades 3,4,5 for observation mean related to FCAT reading and mathematics performance. Caution should be used when attempting to interpret these findings, as this study was based solely on initial year implementation data. Implications for practice are also discussed in this study.
Book Synopsis Policy and Practice by : Thomas E. Scruggs
Download or read book Policy and Practice written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2009-03-11 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. This book contains topics that include educational equity, imputations of malice in social policy, and analytical discussions of Response to Intervention and No Child Left Behind legislation.
Book Synopsis Investigation of the Inter-correlations Among Standardized Written and Performance-based Assessments of Measurement Content Knowledge Among Third Grade English Language Learners by : Marcella Diana Elliott
Download or read book Investigation of the Inter-correlations Among Standardized Written and Performance-based Assessments of Measurement Content Knowledge Among Third Grade English Language Learners written by Marcella Diana Elliott and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to provide an empirical test of the widely held belief that performance-based assessment provides a fairer picture of English-language learners2 mathematical skills and knowledge than does a standardized assessment. Specifically, I compared the performance of 94 third-graders on the measurement subscale of the Florida Comprehensive Assessment Test (FCAT) mathematics test to their performance on a set of measurement reasoning and applications that was drawn from their third-grade hands-on science curriculum. Then, I present examples within the non-standardized testing setting where students were provided with real-time language-based accommodations as recommended by the research literature. Finally, I looked at how well these students2 level of English language proficiency predicted performance on each of the two assessments. English proficiency level failed to predict FCAT performance. It did predict performance on the reasoning and applications tasks. These findings present a challenge to the conventional wisdom that performance-based assessments provide a less-biased picture of ELL2s mathematical knowledge than do standardized tests.
Book Synopsis The Relationship of 10th-grade District Progress Monitoring Assessment Scores to Florida Comprehensive Assessment Test Scores in Reading and Mathematics for 2008-2009 by : Marilyn K. Underwood
Download or read book The Relationship of 10th-grade District Progress Monitoring Assessment Scores to Florida Comprehensive Assessment Test Scores in Reading and Mathematics for 2008-2009 written by Marilyn K. Underwood and published by . This book was released on 2010 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of students' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
Book Synopsis Evidence-Based School Counseling by : Greg Brigman
Download or read book Evidence-Based School Counseling written by Greg Brigman and published by Routledge. This book was released on 2017-10-05 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evidence-Based School Counseling presents a unique method for training graduate students to become effective school counselors that is presented in a "Tell, Show, Do, Coach" approach to instruction and reflective of ASCA, CACREP, and CAEP standards. This method is based on three interrelated components: (a) the ASCA National Model, especially its Mindsets & Behaviors for Student Success and its related student competencies, (b) the extensive research base associated with social/emotional learning (SEL), non-cognitive factors and college/career readiness, and (c) evidence-based programs tied to this research base and suited to school counselor implementation. The text highlights how the new ASCA Mindsets & Behaviors for Student Success have been modeled after this research base and provides resources for school counselors to find evidence-based programs and interventions connected to this research. Evidence-Based School Counseling provides extensive practice and coaching so students can arrive at practicum and internship feeling confident, and they can hit the ground running as they start their careers.
Book Synopsis Advances in Multilevel Modeling for Educational Research by : Jeffrey R. Harring
Download or read book Advances in Multilevel Modeling for Educational Research written by Jeffrey R. Harring and published by IAP. This book was released on 2015-12-01 with total page 413 pages. Available in PDF, EPUB and Kindle. Book excerpt: The significance that practitioners are placing on the use of multilevel models is undeniable as researchers want to both accurately partition variance stemming from complex sampling designs and understand relations within and between variables describing the hierarchical levels of these nested data structures. Simply scan the applied literature and one can see evidence of this trend by noticing the number of articles adopting multilevel models as their primary modeling framework. Helping to drive the popularity of their use, governmental funding agencies continue to advocate the use of multilevel models as part of a comprehensive analytic strategy for conducting rigorous and relevant research to improve our nation’s education system. Advances in Multilevel Modeling for Educational Research: Addressing Practical Issues Found in Real?World Applications is a resource intended for advanced graduate students, faculty and/or researchers interested in multilevel data analysis, especially in education, social and behavioral sciences. The chapters are written by prominent methodological researchers across diverse research domains such as educational statistics, quantitative psychology, and psychometrics. Each chapter exposes the reader to some of the latest methodological innovations, refinements and state?of?the?art developments and perspectives in the analysis of multilevel data including current best practices of standard techniques. We believe this volume will be particularly appealing to researchers in domains including but not limited to: educational policy and administration, educational psychology including school psychology and special education, and clinical psychology. In fact, we believe this volume will be a desirable resource for any research area that uses hierarchically nested data. The book will likely be attractive to applied and methodological researchers in several professional organizations such as the American Educational Research Association (AERA), the American Psychological Association (APA), the American Psychological Society (APS), the Society for Research on Educational Effectiveness (SREE), and other related organizations.
