The Danish National Tests at a Glance

Beuchert, Louise; Nandrup, Anne Brink

doi:10.2139/ssrn.2996431

Cited by 44 publications

(77 citation statements)

References 26 publications

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“…In this population-based cohort study, there was no statistically significant difference in pooled reading and math test scores between children with and without diabetes. The 18 has demonstrated that test scores predict 48% to 51% of the variation in ninth-grade math and Danish examination grades.…”

Section: Discussionmentioning

confidence: 99%

Association of Type 1 Diabetes With Standardized Test Scores of Danish Schoolchildren

Skipper

Gaulke

Sildorf

et al. 2019

JAMA

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IMPORTANCE Type 1 diabetes has been associated with cardiovascular disease and late complications such as retinopathy and nephropathy. However, it is unclear whether there is an association between type 1 diabetes and school performance in children. OBJECTIVE To compare standardized reading and mathematics test scores of schoolchildren with type 1 diabetes vs those without diabetes. DESIGN, SETTING, AND PARTICIPANTS Population-based retrospective cohort study from January 1, 2011, to December 31, 2015 (end date of follow-up), including Danish public schoolchildren attending grades 2, 3, 4, 6, and 8. Test scores were obtained in math (n = 524 764) and reading (n = 1 037 006). Linear regression models compared outcomes with and without adjustment for socioeconomic characteristics. EXPOSURES Type 1 diabetes. MAIN OUTCOMES AND MEASURES Primary outcomes were pooled test scores in math and reading (range, 1-100). RESULTS Among 631 620 included public schoolchildren, the mean (SD) age was 10.31 (SD, 2.42) years, and 51% were male; 2031 had a confirmed diagnosis of type 1 diabetes. Overall, the mean combined score in math and reading was 56.11 (SD, 24.93). There were no significant differences in test scores found between children with type 1 diabetes (mean, 56.56) and children without diabetes (mean, 56.11; difference, 0.45 [95% CI, −0.31 to 1.22]). The estimated difference in test scores between children with and without type 1 diabetes from a linear regression model with adjustment for grade, test topic, and year was 0.24 (95% CI, −0.90 to 1.39) and 0.45 (95% CI, −0.58 to 1.49) with additional adjustment for socioeconomic status. CONCLUSIONS AND RELEVANCE Among Danish public schoolchildren, there was no significant difference in standardized reading and mathematics test scores of children with type 1 diabetes compared with test scores of children without diabetes.

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Section: Discussionmentioning

confidence: 99%

Association of Type 1 Diabetes With Standardized Test Scores of Danish Schoolchildren

Skipper

Gaulke

Sildorf

et al. 2019

JAMA

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“…Even though there is some attrition in the National Test data set (between 2.4% and 3.4% for the National Test in reading and math; cf. Beuchert & Nandrup, 2014), the attrition in our study was due to insufficient information on child and parent name, which made it impossible to match child name with the CPR. The resulting sample is balanced with respect to gender (51% girls and 49% boys), and the imbalance of SES measures of the original sample is maintained.…”

Section: Methodsmentioning

confidence: 99%

“…For example, lower scores are associated with low birth weight, special education needs, and lower SES; all together, student and parental background explain approximately 13%–21% of the variance in performance. Ninth-grade school examinations provided an external measure of validity; when they were regressed on the same-subject National Test data, the earlier national test results explained 48%–49% of the Danish and math examination marks (Beuchert & Nandrup, 2014).…”

Section: Methodsmentioning

confidence: 99%

Early productive vocabulary predicts academic achievement 10 years later

Bleses

Makransky

Dale³

et al. 2016

Applied Psycholinguistics

174

111

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We use a longitudinal design to examine associations for a diverse sample of 2,120 Danish 16- to 30-month-old children between early expressive vocabulary and later reading and math outcomes in the sixth grade. Educational outcomes, in particular decoding and reading comprehension, can be predicted from an early vocabulary measure as early as 16 months with effect sizes (in proportion of variance accounted for) comparable to 1 year's mean growth in reading scores. The findings confirm in a relatively large population-based study that late talkers are at risk for low educational attainment because the majority of children experiencing early language delay obtain scores below average in measures of reading in the sixth grade. Low scores have the greatest predictive power, indicating that children with early delays have elevated risk for later reading problems.

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“…Reading tests are administered every other year from second to eighth grade and math tests are given in third and sixth grade (Beuchert and Nandrup 2014).…”

Section: B National Testsmentioning

confidence: 99%

The short-term effects of school consolidation on student achievement: Evidence of disruption?

Beuchert

Humlum

Nielsen

et al. 2018

Economics of Education Review

Self Cite

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Short-Term Effects of School Consolidation on Student Achievement: Evidence of Disruption? Terms of use: Documents in EconStor may AbstractWe exploit variation stemming from school consolidations in Denmark from 2010-2011 to analyze the impact on student achievement as measured by test scores. For each student we observe enrollment and test scores one year prior to school consolidation and up to four years after. We find that school consolidation has adverse effects on achievement in the short run and that these effects are most pronounced for students exposed to school closings. Furthermore, students initially enrolled in small schools experience the most detrimental effects. The effects appear to weaken over time, suggesting that part of the effect is due to disruption.JEL-Codes: I210, J240.

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The Danish National Tests at a Glance

Cited by 44 publications

References 26 publications

Association of Type 1 Diabetes With Standardized Test Scores of Danish Schoolchildren

Association of Type 1 Diabetes With Standardized Test Scores of Danish Schoolchildren

Early productive vocabulary predicts academic achievement 10 years later

The short-term effects of school consolidation on student achievement: Evidence of disruption?

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