Validating the SEDA Measures of District Educational Opportunities via a Common Assessment

Autor/inn/en	Kuhfeld, Megan; Domina, Thurston; Hanselman, Paul
Titel	Validating the SEDA Measures of District Educational Opportunities via a Common Assessment
Quelle	In: AERA Open, 5 (2019) 2, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Educational Research; Educational Assessment; Data Analysis; Archives; Educational Opportunities; Academic Achievement; Elementary School Students; Middle School Students; Mathematics Achievement; Language Arts; Socioeconomic Status; School Districts; Test Validity; Achievement Tests; Scores; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Education; assessment; Bewertungssystem; Auswertung; Archivwesen; Archiv; Bildungsangebot; Bildungschance; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Socio-economic status; Sozioökonomischer Status; School district; Schulbezirk; Testvalidität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The Stanford Educational Data Archive (SEDA) is the first data set to allow comparisons of district academic achievement and growth from Grades 3 to 8 across the United States, shining a light on the distribution of educational opportunities. This study describes a convergent validity analysis of the SEDA growth estimates in mathematics and English Language Arts (ELA) by comparing the SEDA estimates against estimates derived from NWEA's MAP Growth assessments. We find strong precision-adjusted correlations between growth estimates from SEDA and MAP Growth in math (0.90) and ELA (0.82). We also find that the discrepancy between the growth estimates in ELA is slightly more pronounced in high socioeconomic districts. Our analyses indicate a high degree of congruence between the SEDA estimates and estimates derived from the vertically scaled MAP Growth assessment. However, small systematic discrepancies imply that the SEDA growth estimates are less likely to generalize to estimates obtained through MAP Growth in some states. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01