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Predicting Reading And Mathematics Delaware State Testing Program Performance Using The Measures Of Academic Progress
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Book Synopsis Predicting Reading and Mathematics Delaware State Testing Program Performance Using the Measures of Academic Progress by : Jennifer Hall-Michalcewiz
Download or read book Predicting Reading and Mathematics Delaware State Testing Program Performance Using the Measures of Academic Progress written by Jennifer Hall-Michalcewiz and published by . This book was released on 2008 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using Curriculum-based Measurement of Mathematics and Measures of Academic Progress, Mathematics to Predict Performance on the Washington Assessment of Student Learning by : Kristine Alisa Morris
Download or read book Using Curriculum-based Measurement of Mathematics and Measures of Academic Progress, Mathematics to Predict Performance on the Washington Assessment of Student Learning written by Kristine Alisa Morris and published by . This book was released on 2008 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Standardized State Achievement Scores from Measures of Academic Progress by : Christopher Joseph Nugent
Download or read book Predicting Standardized State Achievement Scores from Measures of Academic Progress written by Christopher Joseph Nugent and published by . This book was released on 2009 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predictive Power of Student Performance on the MAP Test Based on Student Performance Form Acuity Predictive C Assessment by : Jessica Broadbent
Download or read book Predictive Power of Student Performance on the MAP Test Based on Student Performance Form Acuity Predictive C Assessment written by Jessica Broadbent and published by . This book was released on 2013 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to analyze if there is a positive predictive correlation between the Acuity predictive C formative assessment for English Language Arts (ELA) and for Mathematics in grades 3-5 within the district. The research includes findings that answer the questions, "Is there predictive power of student performance on the MAP test based on student performance on the Acuity predictive C formative assessment?", and "Is there a difference in predictive power amongst the three different grade levels, third, fourth and fifth grade?". The research was conducted by using spring 2013 MAP data that was published by the Missouri Department of Elementary and Secondary Education along with predictive C formative assessment scores from Acuity by CTB/McGraw-Hill. The findings were analyzed through Microsoft Excel and A Statistical Program (ASP) software. The findings indicate that there is significant power of prediction between the Acuity prediction and the MAP scores for both areas of math and ELA."
Book Synopsis Using AIMSweb Math Curriculum Based Measurements as a Predictor for the Measures of Academic Progress Standardized Test by : Keller Batterman
Download or read book Using AIMSweb Math Curriculum Based Measurements as a Predictor for the Measures of Academic Progress Standardized Test written by Keller Batterman and published by . This book was released on 2011 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Math Outcomes from a Reading Screening Assessment in Grades 3-8. REL 2016-180 by : Adrea J. Truckenmiller
Download or read book Predicting Math Outcomes from a Reading Screening Assessment in Grades 3-8. REL 2016-180 written by Adrea J. Truckenmiller and published by . This book was released on 2016 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: District and state education leaders frequently use screening assessments to identify students who are at risk of performing poorly on end-of-year achievement tests. This study examines the use of a universal screening assessment of reading skills for early identification of students at risk of low achievement on nationally normed tests of reading and math and provides support for the interpretation of screening scores to inform instruction. Several members of the Regional Educational Laboratory Southeast Improving Literacy Alliance already use a reading screening assessment--the Florida Center for Reading Research Reading Assessment (FRA)--for all students in grades 3-8 to identify students who may be at risk of poor end-of-year reading outcomes. To gain more information to drive instruction without students having to spend more time taking tests, these alliance members wanted to know whether the FRA could also be used to identify students at risk of poor end-of-year math outcomes. Data on students in grades 3-8 from one large Florida school district were available to answer these questions. The study found that the FRA identified students at risk of poor performance in mathematics on the Stanford Achievement Test, Tenth Edition, with a level of accuracy similar to that of screening assessments that measure math skills. The findings indicate that school districts could use an assessment of reading skills to screen for risk in both reading and math at the same time, potentially reducing costs and testing time. This report provides decision trees to support implementation of screening practices and interpretation by teachers. The following are appended: (1) Study methodology; (2) Descriptive statistics; (3) Comparing screening accuracy statistics; (4) Increasing the transparency of screening accuracy decisions; and (5) Decision trees for each grade level.
Book Synopsis The Accuracy of Teachers' Expectations Using Measures of Academic Performance Rasch Unit Scores and Spring Delaware Student Testing Program Scores by : Bernita Thomas-Boyce
Download or read book The Accuracy of Teachers' Expectations Using Measures of Academic Performance Rasch Unit Scores and Spring Delaware Student Testing Program Scores written by Bernita Thomas-Boyce and published by . This book was released on 2007 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major issues raised in this correlation study concerned (a) the correlation between fall and winter MAP scores and spring DSTP scale scores in reading and mathematics, (b) the extent to which teachers were able to project students' future DSTP categorical performance based on the fall and winter MAP scores, and (c) to determine whether the correlations between RIT scores and DSTP scores were different when disaggregated by ethnicity and gender. The findings from this study suggest that RIT scores were better at projecting DSTP scale scores than teachers were at projecting DSTP performance levels, even with knowledge of MAP scores. The teachers overestimated the number of students performing in categories 1 and 2 in reading and mathematics and underestimated the number of students performing in categories 4 and 5, more so for African-American and Latino students than for European-American students. This study also found that more African-American and Latino students achieved performance levels 1 and 2 in reading and mathematics and fewer students achieved performance levels 4 and 5 in those same subjects. The review of the literature suggests teacher expectations may have been an influence in this finding. The teachers were more accurate in projecting the number of students performing in category 3 in reading and mathematics for all ethnic groups. Male and female students' reading scores in all performance levels reflected a very small gap. However, more males received performance levels 4 and 5 in mathematics. The researcher analyzed 320 sets of reading and 359 sets of mathematics data. The Pearson product-moment correlation of r = 0.77, p
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of the Delaware Challenge Grant Program on the Standardized Reading and Mathematics Test Scores of Second and Third Grade Students in the Caesar Rodney School District by : Joseph H. Birch
Download or read book The Effects of the Delaware Challenge Grant Program on the Standardized Reading and Mathematics Test Scores of Second and Third Grade Students in the Caesar Rodney School District written by Joseph H. Birch and published by . This book was released on 2002 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis General Achievement Trends by : Center on Education Policy
Download or read book General Achievement Trends written by Center on Education Policy and published by . This book was released on 2009 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. Delaware made changes to its testing program in 2006. As a result, only three years of comparable test data (2006-2008) are available, the minimum span needed to identify a trend. In general, results were mixed at the proficient, basic, and advanced levels. Specific results include: (1) Between 2006 and 2008, the percentage of students performing at the basic level and above in reading decreased slightly at the middle and high school grades analyzed; in math, the percentage basic and above declined slightly at the elementary and high school levels, but rose at a moderate-to-large rate at the middle school level; (2) The percentage of students scoring at the proficient level and above decreased slightly in reading at the elementary grade analyzed, dropped at a moderate-to-large rate at the middle school level, and increased slightly at the high school level; in math, Delaware experienced slight declines in the percentage proficient at the elementary and high school grades analyzed but a moderate-to-large gain at the middle school grade analyzed; and (3) The percentage of students reaching the advanced level in reading increased slightly at the elementary and high school levels but decreased at a moderate-to-large rate at the middle school level; in math, the percentage of students reaching the advanced level went up at a moderate-to-large rate at the elementary and middle school levels. (Contains 6 figures and 6 tables.) [This is an updated version of ED506141. For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on "Proficiency" Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.].
Book Synopsis Predicting Math Achievement Using the SMALSI as a Measure of Motivation and Learning and Study Strategy Use by : David Andrew Kahn
Download or read book Predicting Math Achievement Using the SMALSI as a Measure of Motivation and Learning and Study Strategy Use written by David Andrew Kahn and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the School Motivation and Learning Strategies Inventory (SMALSI) and the AIMSweb Math Winter Benchmarks to determine if they could be used by school personnel to identify students at-risk of low performance in mathematics. Previous research shows strategy use enhances math achievement and math fluency predicts math achievement. It was thought that if scores on the SMALSI and AIMSweb Math Winter Benchmarks were found to correlate to scores on the math subtests of the Woodcock-Johnson Tests of Achievement (WJ-III) and the TAKS Math Test, then this would provide evidence for using the SMALSI and AIMSweb Benchmarks for identifying students at-risk of learning problems in mathematics. Participants (n = 176) completed the AIMSweb Math Winter Benchmarks, the SMALSI, the math subtests of the WJ-III, and the TAKS Math Test. None of the scales of the SMALSI were statistically significant predictors of the variance in performance on the WJ-III when used individually. The Writing/Research Skills scale explained the most variance as an individual predictor. When all nine scales were used as predictors, they explained a statistically significant portion of the variance on the WJ-III, with the Reading/Comprehension Strategies scale being the most significant predictor. The level of learning and study strategy use predicted more of the variance in performance on the WJ-III for students in Fifth Grade than for students in Third and Fourth Grade, even though the level of strategy use remained the same across the three grade levels. In general, females reported using more learning and study strategies and more anxiety during test-taking situations while males reported lower academic motivation and more attention/concentration difficulties. Finally, the AIMSweb Math Winter Benchmarks explained a statistically significant portion of the variance in performance on the WJ-III and the TAKS Math Test. Based on these results, the SMALSI would be a useful screening tool for identifying students who require explicit instruction of learning and study strategies designed to enhance math achievement, and the AIMSweb Math Winter Benchmarks would be a useful screening tool for identifying students at-risk of academic difficulties in mathematics.
Book Synopsis Culturally Responsive Teaching by : Geneva Gay
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Book Synopsis Checklist of State Publications by :
Download or read book Checklist of State Publications written by and published by . This book was released on 1977 with total page 838 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Response to Intervention Universal Math Fluency Screenings by : Thomas J. Gambrel
Download or read book Response to Intervention Universal Math Fluency Screenings written by Thomas J. Gambrel and published by . This book was released on 2014 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The most recent reauthorizations of No Child Left Behind and the Individuals with Disabilities Education Act served to usher in an age of results and accountability within American education. States were charged with developing more rigorous systems to specifically address areas such as critical academic skill proficiency, empirically validated instruction and intervention, and overall student performance as measured on annual statewide achievement tests. Educational practice has shown that foundational math ability can be easily assessed through student performance on Curriculum-Based Measurements of Math Computational Fluency (CBM-M). Research on the application of CBM-M's predictive validity across specific academic math abilities as measured by state standardized tests is currently limited. In addition, little research is available on the differential effects of ethnic subgroups and gender in this area. This study investigated the effectiveness of using CBM-M measures to predict achievement on high stakes tests, as well as whether or not there are significant differential effects of ethnic subgroups and gender. Study participants included 358 students across six elementary schools in a large suburban school district in Arizona that utilizes the Response to Intervention (RTI) model. Participants' CBM-M scores from the first through third grade years and their third grade standardized achievement test scores were collected. Pearson product-moment and Spearman correlations were used to determine how well CBM-M scores and specific math skills are related. The predictive validity of CBM-M scores from the third-grade school year was also assessed to determine whether the fall, winter, or spring screening was most related to third-grade high-stakes test scores.
