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

Pollack, Judith M.; Rock, Donald A.; Weiss, Michael J.; Atkins‐Burnett, Sally; Tourangeau, Karen; West, Jerry; Hausken, Elvira Germino

doi:10.1037/e609682011-001

Cited by 38 publications

(40 citation statements)

References 18 publications

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“…In each assessment, floor and ceiling effects were avoided by the inclusion of a few items that almost all children would get wrong and a few that almost all children would get right (Pollack, Rock, Weiss, & Arkins-Burnett, 2005). In addition, the comparability of data was assured over time by the same assessments being used in the fall and spring of kindergarten and in the spring of first grade and by the inclusion in the third-grade assessment of several items from the earlier tests.…”

Section: Academic Achievementmentioning

confidence: 99%

“…The t scores, on the other hand, are norm referenced and provide an indicator of the extent to which an individual or a subgroup ranks higher or lower than the national average and how much this relative ranking changes over time. Thus, t scores may be used longitudinally to illustrate the increase or decrease in gaps in achievement among subgroups over time rather than to directly address the skills children have (Pollack et al, 2005). Average reading and math outcomes at each assessment point are reported in Appendix Table 1 in the Supplementary Materials by children's immigrant status and race-ethnicity (for native-born children).…”

Section: Academic Achievementmentioning

confidence: 99%

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The academic trajectories of children of immigrants and their school environments.

Han¹

2008

Developmental Psychology

108

106

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Data from approximately 14,000 children in the Early Childhood Longitudinal Survey-Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results indicated that most children of Latin American origin improved their reading and math scores faster than non-Hispanic White children, thus narrowing their initial score gap and sometimes even surpassing White children by 3rd grade. In contrast, although they maintained higher reading and math scores, children from East Asia and India showed decreasing scores over time, which tended to narrow their initial score advantage over non-Hispanic White children. School-level factors accounted partially for these differences. Particularly in terms of the academic trajectories, children of Latin American origin responded more to school-level factors than did children of Asian origin, who responded more to child and family background, with the exception of children from Vietnam, Thailand, Cambodia, and Laos, who responded more to school-level factors. Simulation results point to the importance of school resources for the academic trajectories of children of immigrants.

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Section: Academic Achievementmentioning

confidence: 99%

Section: Academic Achievementmentioning

confidence: 99%

The academic trajectories of children of immigrants and their school environments.

Han¹

2008

Developmental Psychology

108

106

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“…In the psychometric practice it may also happen that one of the groups shows a marked superiority in its average ability; it is interesting to study if such discrepancy might lead to the detection of DIF when it does not exist. It has also been observed that although short tests, composed of twenty items or less, are frequently used in real practice (Abedi et al 2001;Gelin et al 2003;Pollack et al 2005), most simulation works about DIF usually consider tests whose length varies between 40 and 80 items. Therefore, the objective of the present paper is to study the Type I error rates obtained using the Breslow-Day test to detect Non-uniform Differential Item Functioning (NUDIF) in a short test when the average ability of one group is considerably higher than that of the other.…”

mentioning

confidence: 98%

Erroneous detection of nonuniform DIF using the Breslow-Day test in a short test

et al. 2007

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“…We describe a project undertaken to investigate this question, employing data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K; Pollack, Atkins-Burnett, Rock, & Weiss, 2005). We compare two different approaches to the estimation of school effects.…”

Section: List Ofmentioning

confidence: 99%

Robustness of a Value‐added Assessment of School Effectiveness

Braun

Qu²,

Trapani³

2008

ETS Research Report Series

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This paper reports on a study conducted to investigate the consistency of the results between 2 approaches to estimating school effectiveness through value-added modeling. Estimates of school effects from the layered model employing item response theory (IRT) scaled data are compared to estimates derived from a discrete growth model based on the analysis of transitions along an ordinal developmental scale. The data were extracted from the longitudinal records maintained in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) archive for students remaining in the same school from the beginning of kindergarten through the end of Grade 3. The results of different comparisons indicated that the estimates from the 2 approaches are moderately consistent.

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

Cited by 38 publications

References 18 publications

The academic trajectories of children of immigrants and their school environments.

The academic trajectories of children of immigrants and their school environments.

Erroneous detection of nonuniform DIF using the Breslow-Day test in a short test

Robustness of a Value‐added Assessment of School Effectiveness

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