Student Group Differences in Arkansas' Indicators of Postsecondary Readiness and Success. REL 2023-145

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Autor/inn/en	Hester, Candace; Lazarev, Valeriy; Zacamy, Jenna; Nardi, Chelsey; Feygin, Amy
Institution	National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Regional Educational Laboratory Southwest (ED/IES); American Institutes for Research (AIR)
Titel	Student Group Differences in Arkansas' Indicators of Postsecondary Readiness and Success. REL 2023-145
Quelle	(2022), (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Readiness; Middle School Students; High School Students; Achievement Tests; State Standards; Grade Point Average; Advanced Courses; Suspension; Expulsion; Enrollment; Grade 6; Gender Differences; Race; Ethnicity; Eligibility; Lunch Programs; English Language Learners; Students with Disabilities; Age Differences; School Districts; Educational Indicators; Racial Differences; Economically Disadvantaged; Comparative Analysis; Mathematics Achievement; Science Achievement; Language Arts; State Departments of Education; Student Characteristics; Longitudinal Studies; Service Learning; Accuracy; Prediction; Arkansas + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fortgeschrittenenunterricht; Ausschluss; Schulausschluss; Relegation; Einschulung; School year 06; 6. Schuljahr; Schuljahr 06; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Eignung; Mittagessen; Disability; Disabilities; Behinderung; Age; Difference; Age difference; Altersunterschied; School district; Schulbezirk; Educational indicato; Bildungsindikator; Rassenunterschied; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Kultusministerium; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Service-Learning; Vorhersage
Abstract	Regional Educational Laboratory Southwest partnered with the Arkansas Department of Education (ADE) to examine Arkansas's middle and high school indicators of postsecondary readiness and success, building on an earlier study of these indicators (Hester et al., 2021). Academic indicators include attaining proficiency on state achievement tests, grade point average, enrollment in advanced courses, and community service learning. Behavioral indicators include attendance, suspension, and expulsion. Using data on statewide grade 6 cohorts from 2008/09 and 2009/10, the study examined the percentages of students who attained the readiness and success indicators and the percentages of students who attained postsecondary readiness and success outcomes by gender, race/ethnicity, eligibility for the National School Lunch Program, English learner student status, disability status, age, and district locale. The study also examined whether the predictive accuracy, specificity, and strength of the indicators varied by these student groups. Three key findings emerged. First, the attainment of indicators of postsecondary readiness and success differed substantially for nearly all student groups, with the number of substantial differences on academic indicators exceeding those on behavioral indicators. The largest number of substantial differences in the attainment of academic indicators were between Black and White students, between students eligible and ineligible for the National School Lunch Program (an indicator of economic disadvantage), and between students who entered grade 6 before and after age 13. Second, attainment of postsecondary readiness and success outcomes varied substantially across student groups, with the largest differences between students with and without a disability. Third, predictive accuracy (the percentage of students with the same predicted and actual outcomes) and strength (the relative importance of a single indicator) were similar across student groups in most cases. Leaders at ADE and in Arkansas districts can use these findings to identify appropriate indicators of postsecondary readiness and success and to target supports toward student groups who most need them. These findings can help leaders identify and address disparities such as inequitable access to resources and supportive learning environments. [For the appendixes, see ED624015.] (As Provided).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: http://ies.ed.gov/ncee/edlabs/regions/southwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01