Early Childhood Testing and School Learning Problems: A Cross-Validation

Jorgenson, Christabel B.; Jorgenson, David E.; McCall, Carolyn; Gillis, M. K.

doi:10.3109/00207459008986647

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…We again begin with some notation for measures of hours worked, labor inputs, and labor quality for categories of workers: H j,t = quantity of hours worked by worker category j at time t w j,t = price of an hour worked by worker category j at time t, and L j,t = quantity of labor services from worker category j at time t, and for economy-wide aggregates: H t = quantity of aggregate hours worked at time t W t = average wage for hours worked at time t 128. Federal Reserve Board (1997); the historical data are described in Jorgenson (1990). L t = quantity index of labor input at time t P L,t = price index of labor input at time t, and q L,t = quality index of labor input at time t.…”

Section: Labor Input Methodologymentioning

confidence: 99%

Raising the Speed Limit: U.S. Economic Growth in the Information Age

Jorgenson¹,

Stiroh²

2000

eca

943

482

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THE CONTINUED STRENGTH and vitality of the U.S. economy continue to astonish economic forecasters. 1 A consensus is now emerging that something fundamental has changed, with "new economy" proponents pointing to information technology (IT) as the causal factor behind the strong performance. In this view, technology is profoundly altering the nature of business, leading to permanently higher productivity growth throughout the economy. Skeptics remain, however, arguing that the recent success reflects a series of favorable, but temporary, shocks. This argument is buttressed by the view that the U.S. econ-125

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Section: Labor Input Methodologymentioning

confidence: 99%

Raising the Speed Limit: U.S. Economic Growth in the Information Age

Jorgenson¹,

Stiroh²

2000

eca

943

482

View full text Add to dashboard Cite

show abstract

“…Finally, a cross-validation of the first-year results was conducted the following year with a different group of 208 kindergarten students, virtually all students from that grade level in the three participating school districts—the original two districts plus one other nearby small-town district. Of this group, 111 were male and 97 were female; 133 were Anglo, 70 were Hispanic, 3 were black, and 2 were Asian (Jorgenson, Jorgenson, McCall & Gillis, 1990).…”

Section: Methodsmentioning

confidence: 99%

Validation of a screening instrument for young children with teacher assessment of school performance.

Jorgenson¹,

Jorgenson²,

Gillis³

et al. 1993

School Psychology Quarterly

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Teachers work in a context that encourages them to differentiate high performing from low performing students, or rather easy-to-teach from hard and very hard-to-teach children. Once they understand children, teachers' professional judgments are the most reliable source of information about children's success or lack thereof in school. The intent of this study was to identify a screening instrument that would agree with teacher judgments in order to increase the relevance of educational programs for young children early in their educational experience. A group of children was observed and tested, and the results were compared to teacher judgments from kindergarten through third grade. Results were validated with a second group of kindergarten children. An instrument was identified that can be used by the teacher to gather behavior samples in a matter of minutes before s/he has had sufficient exposure to the child to make more informed decisions. Results were predictive of subsequent school performance in kindergarten through third grade.Educators of prekindergarten and kindergarten children find themselves in a dilemma when attempting to identify children who are at risk for learning difficulties. The screening of children entering kindergarten is mandated by state and federal laws (Public Law 99-457) in order to help find those who need further evaluation. The laws, however, do not provide guidelines for appropriate screening methods (Stavrou, Glassman, Kaiser, & McNeil, 1990). A primary consideration in choosing a screening instrument is the degree to which screening information relates to social and educational consequences for young children (Macmann,

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Early Childhood Testing and School Learning Problems: A Cross-Validation

Cited by 2 publications

References 2 publications

Raising the Speed Limit: U.S. Economic Growth in the Information Age

Raising the Speed Limit: U.S. Economic Growth in the Information Age

Validation of a screening instrument for young children with teacher assessment of school performance.

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