scholarly journals Block Scheduling Effectiveness: A 10-Year Longitudinal Study of One Georgia School System’s Test Score Indicators

2009 ◽  
Vol 7 (1) ◽  
Author(s):  
Ellen H. Reames ◽  
Carol Bradshaw
Keyword(s):  
Longitudinal Study ◽  
Block Scheduling ◽  
Test Score

scholarly journals Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002

2012 ◽  
Vol 20 ◽  
pp. 3 ◽  
Author(s):  
Catherine Shuster
Keyword(s):  
High School ◽  
Student Achievement ◽  
Longitudinal Study ◽  
Test Score ◽  
School Achievement ◽  
Exit Exams ◽  
Negative Effects ◽  
School Completion ◽  
New Findings ◽  
Education Longitudinal Study

Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics, twelfth grade GPA, or school completion. Standards-based exams are a positive predictor of dropping out of school but lose their predictive power once GED recipients are coded as completing school. Exit exams do not affect GED seeking and acquisition. When exit exams are disaggregated by type and students are sorted by ninth grade GPA quartiles, end-of-course exams have some negative effects on mathematics test score gains. Students in the bottom two quartiles see reduced test score gains of 28% and 29% of a grade level equivalency (GLE). These effects disappear when students in North Carolina are coded as taking a different type of exam. Standards-based exams had a small positive effect, about 37% of a GLE, on the top quartile of students. Overall, the findings showed no results for school completion and mixed results for test score gains. The article concludes that policymakers looking to boost high school achievement would be better served by working to boost student accomplishments before high school.

Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective

2010 ◽  
Vol 112 (4) ◽  
pp. 978-1007 ◽  
Author(s):  
Mark Berends ◽  
Roberto Peñaloza
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Test Score ◽  
Family Background ◽  
Social Background ◽  
Racial Isolation ◽  
Representative Data ◽  
Mathematics Test ◽  
Nationally Representative ◽  
Test Score Gaps

Background/Context Although there has been progress in closing the test score gaps among student groups over past decades, that progress has stalled. Many researchers have speculated why the test score gaps closed between the early 1970s and the early 1990s, but only a few have been able to empirically study how changes in school factors and social background characteristics relate to that convergence. The main reason for this is the lack of data for multiple student cohorts—information necessary for the examination of such relationships. Purpose/Objective/Research Question/Focus of Study We analyzed nationally representative data from 1972, 1982, 1992, and 2004, examining the mathematics achievement of four high school senior cohorts, and several school and family background characteristics. We examined how changes in these measures (in terms of means and coefficients) relate to the black-white and Latino-white test score gaps and to changes in school minority composition. Population/Participants/Subjects For our analysis, we used the following nationally representative data sets, which are part of the Longitudinal Studies (LS) program at the National Center for Education Statistics (NCES): National Longitudinal Study of the High School Class of 1972 (NLS-72); High School and Beyond senior cohort of 1982 (HSB-82); National Education Longitudinal Study senior cohort of 1992 (NELS-92); and Educational Longitudinal Study senior cohort of 2004 (ELS-04). Research Design Conducting secondary data analyses of these nationally representative data, we estimated a series of regressions for each senior cohort, entering the race dummy variables to estimate the unadjusted predicted mathematics test score difference between black and white students and between Latino and white students. Next, we estimated a series of multilevel regressions for each cohort to analyze how trends in school and social background measures are related to trends in the black-white and Latino-white mathematics test score gaps. Finally, we used the pooled coefficients in the decomposition of the difference between the predicted means of white and black test scores. Findings/Results Our estimates revealed that between 1972 and 2004, increases in school segregation corresponded to significant increases in the black-white and Latino-white test score gaps, outweighing the positive changes in family background measures for these minority groups. Conclusions/Recommendations Understanding how our society can address these countervailing forces—the improving socioeconomic conditions for black and Latino families on the one hand, and the increasing racial isolation of these students in schools on the other— necessitates innovative ideas and experimentation.

School Achievement and Adult Qualifications among Adoptees: A Longitudinal Study

1998 ◽  
Vol 39 (5) ◽  
pp. 669-685 ◽  
Author(s):  
Barbara Maughan ◽  
Stephan Collishaw ◽  
Andrew Pickles
Keyword(s):  
Longitudinal Study ◽  
School Achievement

A Longitudinal Posthumous Study of Letter Writing in a Late Elderly Case

2015 ◽  
Vol 20 (1) ◽  
pp. 22-33
Author(s):  
Angel Ball ◽  
Jean Neils-Strunjas ◽  
Kate Krival
Keyword(s):  
Longitudinal Study ◽  
Elderly Woman ◽  
Semantic Content ◽  
Cognitive Status ◽  
Letter Writing ◽  
Linguistic Performance ◽  
Errors Analysis ◽  
Normal Status

This study is a posthumous longitudinal study of consecutive letters written by an elderly woman from age 89 to 93. Findings reveal a consistent linguistic performance during the first 3 years, supporting “normal” status for late elderly writing. She produced clearly written cursive form, intact semantic content, and minimal spelling and stroke errors. A decline in writing was observed in the last 6–9 months of the study and an analysis revealed production of clausal fragmentation, decreasing semantic clarity, and a higher frequency of spelling, semantic, and stroke errors. Analysis of writing samples can be a valuable tool in documenting a change in cognitive status differentiated from normal late aging.

Item Context and /s/ Phone Articulation Test Results

1972 ◽  
Vol 15 (4) ◽  
pp. 852-860 ◽  
Author(s):  
Zoe Zehel ◽  
Ralph L. Shelton ◽  
William B. Arndt ◽  
Virginia Wright ◽  
Mary Elbert
Keyword(s):  
Test Score ◽  
Sound Production ◽  
Broad Context ◽  
Test Results ◽  
Production Task ◽  
Test Result

Fourteen children who misarticulated some phones of the /s/ phoneme were tape recorded articulating several lists of items involving /s/. The lists included the Mc-Donald Deep Test for /s/, three lists similar to McDonald’s but altered in broad context, and an /s/ sound production task. Scores from lists were correlated, compared for differences in means, or both. Item sets determined by immediate context were also compared for differences between means. All lists were found to be significantly correlated. The comparison of means indicated that both broad and immediate context were related to test result. The estimated “omega square” statistic was used to evaluate the percentage of test score variance attributable to context.

1344: Metabolic Factors Associated with Benign Prostatic Hyperplasia: The Baltimore Longitudinal Study of Aging

2006 ◽  
Vol 175 (4S) ◽  
pp. 432-433 ◽  
Author(s):  
J. Kellogg Parsons ◽  
H. Ballentine Carter ◽  
Alan W. Partin ◽  
B. Gwen Windham ◽  
E. Jeffrey Metter ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Benign Prostatic Hyperplasia ◽  
Prostatic Hyperplasia ◽  
Metabolic Factors ◽  
Factors Associated ◽  
Baltimore Longitudinal Study
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