The Measure Matters: Examining Achievement Gaps on Cognitively Demanding Reading and Mathematics Assessments. Policy Information Report and ETS Research Report Series No. RR-19-43

Autor/in	Kevelson, Marisol J. C.
Titel	The Measure Matters: Examining Achievement Gaps on Cognitively Demanding Reading and Mathematics Assessments. Policy Information Report and ETS Research Report Series No. RR-19-43
Quelle	In: ETS Research Report Series, (2019), (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Racial Differences; Achievement Gap; White Students; African American Students; Hispanic American Students; Reading Achievement; Mathematics Achievement; Reading Tests; Mathematics Tests; Difficulty Level; Standardized Tests; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Achievement Tests; Socioeconomic Influences; Family Income; Test Format; Test Items; Student Characteristics; Stanford Achievement Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Schwierigkeitsgrad; Standadised tests; Standardisierter Test; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sozioökonomischer Faktor; Familieneinkommen; Testentwicklung; Test content; Testaufgabe
Abstract	This study presents estimates of Black-White, Hispanic-White, and income achievement gaps using data from two different types of reading and mathematics assessments: constructed-response assessments that were likely more cognitively demanding and state achievement tests that were likely less cognitively demanding (i.e., composed solely or largely of multiple-choice items). Specifically, the study utilized multilevel modeling of data from over 25,000 fourth- through eighth-grade students participating in the 6-state Measures of Effective Teaching (MET) study of 2009-2010, including data from the state reading and mathematics achievement tests used in MET districts at that time and data from the Stanford Achievement Test Open-Ended Reading Assessment (SAT-9OE) and the Balanced Assessment of Mathematics (BAM). The latter two assessments, consisting entirely of constructed-response items, were selected by MET researchers to assess learning outcomes, such as those included in the Common Core State Standards, deemed more cognitively complex than those assessed by state achievement tests at the time. The investigator found that estimated Black-White, Hispanic-White, and income achievement gaps were smaller on the SAT-9OE than on state reading assessments, before accounting for other relevant factors. Estimates of Black-White and Hispanic-White mathematics achievement gaps were slightly larger using BAM data, whereas the estimated income achievement gap was slightly smaller using BAM data. In later models, prior student academic achievement and average student subject-specific prior achievement accounted for portions of these estimated achievement gaps. (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01