Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for the Eighth Grade

Najarian, Michelle; Pollack, Judith M.; Sorongon, Alberto

doi:10.1037/e600812011-001

Cited by 92 publications

(197 citation statements)

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“…The ECLS team recalibrated cognitive math assessments for each round using IRT procedures. The consistent use of IRT scoring permits the measurement of gains in achievement over time and across grade levels (Najarian et al 2009;Tourangeau et al 2009aTourangeau et al , 2009b. The IRT provides a test using patterns of correct and incorrect answers to establish estimates that are comparable across different groups (Tourangeau et al 2009a(Tourangeau et al , 2009b).…”

Section: Dependent Variablementioning

confidence: 99%

“…Each test examined age-appropriate mathematical skills and featured a broad range of items designed to examine mastery across various math performance domains. For example, the eighth-grade test examined (1) number sense, properties, and operations, (2) measurement, (3) geometry and spatial sense, (4) data analysis, statistics, and probability, and (5) patterns, algebra, and functions (Najarian et al 2009). Every math test used by ECLS was carefully field tested to ensure valid measurement, and the ECLS team ensured sufficient parity across waves to generate a longitudinal scale score (Najarian et al 2009).…”

Section: Dependent Variablementioning

confidence: 99%

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Parental Occupation and the Gender Math Gap: Examining the Social Reproduction of Academic Advantage among Elementary and Middle School Students

Bowden

Bartkowski

et al. 2017

Social Sciences

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Abstract:Math proficiency is considered a critical subject for entry into most science, technology, engineering, and math (STEM) occupations. This study examines the relationship between parental occupation and gender differences in students' math performance, that is, the gender math gap. Using insights from theories of social and gender reproduction, we hypothesize that daughters of STEM-employed parents, and especially STEM-employed mothers, will score higher on standardized math tests than their peers with non-STEM parents. Multiple waves of panel data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) featuring students in third, fifth, and eighth grades are used to examine these hypotheses. Results from random effects regression models confirm these hypotheses while also revealing support for STEM-employed father-to-son and father-to-daughter transmission of a math performance advantage. Also, regardless of parental occupation, a gender math gap remains evident. We conclude by discussing implications, study limitations, and directions for future research.

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Section: Dependent Variablementioning

confidence: 99%

Section: Dependent Variablementioning

confidence: 99%

Parental Occupation and the Gender Math Gap: Examining the Social Reproduction of Academic Advantage among Elementary and Middle School Students

Bowden

Bartkowski

et al. 2017

Social Sciences

View full text Add to dashboard Cite

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“…These were included in the dataset. The internal consistency coefficient was .94 for the third grade reading assessment (Najarian, Pollack, & Sorongon, 2009).…”

Section: Third Grade Data Collection (Age 8 Years)mentioning

confidence: 99%

“…The measure was designed based on the National Assessment of Educational Progress content and process framework, which defined four types of reading comprehension skills (as cited in Najarian et al, 2009). Initial understanding refers to readers' ability to understand the text as a whole.…”

Section: Third Grade Data Collection (Age 8 Years)mentioning

confidence: 99%

Third grade and concurrent predictors of engagement and achievement in reading in eighth grade

Karasinski

Anderson

2017

Speech, Language and Hearing

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“…Because all of the proficiency level items were multiple choice, a number of these reversals simply may be due to children guessing as well as other random response errors. Sections 4.2.2 and 4.3.2 of Najarian et al (2009) described the ten reading and nine mathematics proficiency levels identified in the kindergarten through eighthgrade assessments. No proficiency scores were computed for the science assessment because the questions did not follow a hierarchical pattern.…”

Section: Proficiency Levels and Scores In Ecls-kmentioning

confidence: 99%

Modeling Change in Large-Scale Longitudinal Studies of Educational Growth: Four Decades of Contributions to the Assessment of Educational Growth

Rock

2017

Methodology of Educational Measurement and Assessment

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ETS has had a long history of attempting to at least minimize, if not solve, many of the longstanding problems in measuring change (cf. Braun and Bridgeman 2005;Cronbach and Furby 1970;Rogosa 1995) in large-scale panel studies. Many of these contributions were made possible through the financial support of the Longitudinal Studies Branch of the U.S. Department of Education's National Center for Education Statistics (NCES). The combination of financial support from the Department of Education along with the content knowledge and quantitative skills of ETS staff over the years has led to a relatively comprehensive approach to measuring student growth. The present ETS model for measuring change argues for (a) the use of adaptive tests to minimize floor and ceiling effects, (b) a multiple-group Bayesian item response theory (IRT) approach to vertical scaling, which takes advantage of the adaptive test's potential to allow for differing ability priors both within and between longitudinal data waves, and (c) procedures for not only estimating how much an individual gains but also identifying where on the vertical scale the gain takes place. The latter concept argues that gains of equivalent size may well have quite different interpretations. The present model for change measurement was developed over a number of years as ETS's experience grew along with its involvement in the psychometric analyses of each succeeding NCESsponsored national longitudinal study. These innovations in the measurement of change were not due solely to a small group of ETS staff members focusing on longitudinal studies, but also profited considerably from discussions and research solutions developed by the ETS NAEP group. The following historical summary recounts ETS's role in NCES's sequence of longitudinal studies and how each study contributed to the final model for measuring change.

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Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for the Eighth Grade

Cited by 92 publications

References 0 publications

Parental Occupation and the Gender Math Gap: Examining the Social Reproduction of Academic Advantage among Elementary and Middle School Students

Parental Occupation and the Gender Math Gap: Examining the Social Reproduction of Academic Advantage among Elementary and Middle School Students

Third grade and concurrent predictors of engagement and achievement in reading in eighth grade

Modeling Change in Large-Scale Longitudinal Studies of Educational Growth: Four Decades of Contributions to the Assessment of Educational Growth

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