Educating One and All Students with Disabilities and Standards-Based Reform (1997) / Chapter Skim
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C USING THE PROSPECTS DATA TO REPORT ON THE ACHIEVEMENT OF STUDENTS WITH DISABILITIES
C USING THE PROSPECTS DATA TO REPORT ON THE ACHIEVEMENT OF STUDENTS WITH DISABILITIES
Pages 262-275
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From page 262... ...
This study, titled Prospects: The Congressionally Mandated Study of Educational Opportunity and Growth, was designed to evaluate the short- and long-term consequences of Chapter 1 program participation by following large national samples of public schoolchildren in three grade cohorts, as well as their parents, teachers, and principals. Baseline data were collected in spring 1991 for third and seventh grade students and in fall 1991 for first grade students.
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From page 263... ...
Examples of third and fourth grade Comprehensive Test of Basic Skills reading and math scores, from the Prospects Study, appear in Table C-l.1 Normal curve equivalents (NCEs) are used as the basic metric.2 The table provides means and standard deviations for the total population of students tested and relevant subpopulations.
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From page 264... ...
264 TABLE C-1 Third and Fourth Grade Prospects Achievement Test Data, 1991-1992 APPENDIX C Third Grade Fourth Grade Change Scores Reading Math Reading Math Reading Math Total Population Mean46.847.745.445.4-1.1-2.7 Standard Deviation20.620.220.522.012.814.6 N13,43113,16710,58410,5847,9067,692 Free Lunch Mean41.043.039.039.9-1.6-3.1 Standard Deviation19.018.918.120.112.514.3 N4,7524,6964,3044,2823,1093,064 Non-Free Lunch Mean55.154.953.853.1-0.9-2.1 Standard Deviation19.219.219.721.412.814.3 N5,8905,7444,8174,6743,8913,757 Females Mean48.648.447.546.4-0.8-2.3 Standard Deviation19.619.420.021.112.213.6 N6,6836,5625,2235,1254,0013,897 Males Mean45.247.143.644.7-1.5-3.0 Standard Deviation21.520.920.822.813.315.0 N6,6256,4895,2045,1013,9033,793 African American Mean37.338.336.035.6-1.7-3.0 Standard Deviation18.318.417.319.112.914.4 N2,8242,8011,9841,9761,5241,507 Asian American Mean47.455.548.859.21.61.2 Standard Deviation19.620.019.121.711.413.8 N604596469461376369 Hispanic American Mean37.441.236.238.31.2-3.9 Standard Deviation19.019.118.019.512.714.0 N2,1252,0781,9201,8891,3981,366 Other American Mean46.247.043.945.3-2.2-2.1 Standard Deviation19.119.119.020.811.413.2 N283278195191150142 White American Mean53.452.852.150.8-1.2-2.7 Standard Deviation19.519.319.821.512.914.5 N6,6056,4235,1324,9924,0273,880 Disabled Mean41.742.740.239.9-1.2-2.9 Standard Deviation22.621.420.422.412.414.7 N1,1521,124821796582562
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From page 265... ...
For example, at this age, girls do better than boys on all tests, and drop behind the national population over the year less than boys do. Asian American students score lower than whites on reading but somewhat higher on math; however, Asian students improve more than the national population, or any racial group, on both reading and math.
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From page 266... ...
Models III and VI add behavioral and attitude data for individual families data obtained from parent surveys. For purposes of these analyses, the variables include a measure of parent academic educational expectations for their child, an index of satisfaction with the school their child attends, number of school contacts, and three questions on parental involvement (at home, through participation in school organizations, and through attendance at school events)
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From page 267... ...
Despite these problems, the added information provides insights into factors affecting achievement, and potentially useful data for specifying realistic expectations for schools and districts. For example, the effect of parent education is obvious and, as we shall see, impervious to the inclusion of almost every variable we can include.
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From page 272... ...
0.08 0.27 1.00 10,543 Emotional 0.01 0.09 1.00 9,791 Learning 0.02 0.15 1.00 9,925 Physical 0.01 0.12 1.00 9,837 Speech 0.02 0.15 1.00 9,945 Other 0.03 0.16 1.00 9,977 Income 6.71 2.72 9.00 8,696 Respondent Education 3.31 1.77 7.00 8,364 Respondent Employment 2.15 0.91 2.00 9,178 Respondent Marital Status 0.68 0.47 1.00 9,387 Expectations 5.12 1.70 6.00 7,697 School Dissatisfaction 39.77 9.35 62.00 6,501 Parental Involvement Home 24.04 4.78 36.00 7,015 Parental Involvement Attendance 12.26 2.72 16.00 6,998 Parental Involvement Organization 8.65 2.19 14.00 7,520 School Contacts 11.64 2.46 18.00 8,763 contains a simple indicator variable for disability. The result, controlling for income, gender, and race, is a very significant -6.90 normal curve equivalents in reading and-6.97 in math.
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From page 273... ...
Value-Added Models Value-added achievement models are based on the assumption that to adequately measure educational progress and the varying contribution of educational institutions, one must control for prior student achievement. Various measures of change can then be constructed and, controlling for relevant student, family, and institutional differences, reasonable expectations based on student progress can be established.
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From page 274... ...
It also appears that, between the third and fourth grades, students with learning disabilities fall further behind, and surprisingly, the effect seems to increase in size as more control variables are included in the equation. The only other effects that approach conventional levels of significance are a positive effect for students with speech impairments on the full reading model (Model VI)
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From page 275... ...
This requires internal and test-retest reliability for the instruments as well as the conversion of scores into a known probability distribution so that unbiased trend and intergroup comparisons can be made.7 Value-added models, which control for prior achievement, offer promise as a valid method for reporting achievement scores and should be considered by policy makers.
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