Interpreting Changes over Time in High School Average ACT® College Readiness Assessment Composite Scores and ACT College Readiness Benchmark Attainment Rates. ACT Research Report Series, 2013 (9)

Autor/in	Sawyer, Richard
Institution	ACT, Inc.
Titel	Interpreting Changes over Time in High School Average ACT® College Readiness Assessment Composite Scores and ACT College Readiness Benchmark Attainment Rates. ACT Research Report Series, 2013 (9)
Quelle	(2013), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Readiness; College Entrance Examinations; High School Students; Statistical Analysis; Trend Analysis; Scores; Benchmarking; Predictor Variables; Accountability; Tests; Grades (Scholastic); Evaluation Methods; Student Records; Comparative Analysis; Student Characteristics; Models; ACT Assessment + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Trendanalyse; Prädiktor; Verantwortung; Examination; Prüfung; Examen; Notenspiegel; Schülerakte; Analogiemodell; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Education officials and journalists frequently track changes over time in the average ACT® College Readiness Assessment Composite scores and ACT College Readiness Benchmark attainment rates of individual high schools. Using standard statistical methods, I examined how often changes in these statistics are unambiguously positive or negative, rather than plausibly due to chance (random variation). I studied two-year differences, five-year trends, ten-year trends, and the difference between the most recent five-year period and the preceding five-year period. For a large majority of high schools, changes over the time periods studied were ambiguous: They could plausibly be attributed to random variation among student cohorts. For example, two-year differences in the average ACT Composite score were plausibly due to chance at 91% of schools; five-year trends were plausibly due to chance at 79% of schools; and ten-year trends were plausibly due to chance at 64% of schools. This result is also true of changes adjusted for student background characteristics and prior achievement. As one would expect, unambiguous changes tend to be large and based on large numbers of ACT-tested students. This report describes simple ways for school officials to predict whether observed changes are unambiguous without doing a formal statistical analysis. Tables are appended. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01