Benchmarks for Expected Annual Academic Growth for Students in the Bottom Quartile of the Normative Distribution

Autor/inn/en	Scammacca, Nancy K.; Fall, Anna-Mária; Roberts, Greg
Titel	Benchmarks for Expected Annual Academic Growth for Students in the Bottom Quartile of the Normative Distribution
Quelle	In: Journal of Research on Educational Effectiveness, 8 (2015) 3, S.366-379 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2014.952464
Schlagwörter	Effect Size; Achievement Gains; Statistical Distributions; Low Achievement; Comparative Analysis; Intervention; Elementary School Students; Secondary School Students; Special Education; Educational Assessment; Longitudinal Studies; Reading Achievement; Mathematics Achievement; Measures (Individuals); Gates MacGinitie Reading Tests; Metropolitan Achievement Tests; Stanford Achievement Tests; TerraNova Multiple Assessments; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Wahrscheinlichkeitsverteilung; Unterdurchschnittliche Leistung; Sekundarschüler; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; assessment; Bewertungssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Messdaten
Abstract	Effect sizes are commonly reported for the results of educational interventions. However, researchers struggle with interpreting their magnitude in a way that transcends generic guidelines. Effect sizes can be interpreted in a meaningful context by benchmarking them against typical growth for students in the normative distribution. Such benchmarks are not currently available for students in the bottom quartile. This report remedies this by providing a comparative context for interventions involving these students. Annual growth effect sizes for K-12 students were computed from nationally normed assessments and a longitudinal study of students in special education. They reveal declining growth over time, especially for reading and math. These results allow researchers to better interpret the effects of their interventions and help practitioners by quantifying typical growth for struggling students. More longitudinal research is needed to show growth trajectories for students in the bottom quartile. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01