A Comparison Between Career and Technical Education and Other Students on a High Stakes Test.

Autor/inn/en	Elliot, Jack; Zimmerman, Augusta
Titel	A Comparison Between Career and Technical Education and Other Students on a High Stakes Test.
Quelle	(2002), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Agricultural Education; Cognitive Style; Comparative Analysis; High Schools; High Stakes Tests; Outcomes of Education; Raw Scores; Standardized Tests; Student Characteristics; Student Evaluation; Test Bias; Test Interpretation; Test Results; Test Use; Test Validity; Testing Problems; Vocational Education; Arizona; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Schulleistung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Cognitive styles; Kognitiver Stil; High school; Oberschule; Lernleistung; Schulerfolg; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Testkritik; Test analysis; Testauswertung; Testanwendung; Testvalidität; Berufsbildung
Abstract	A study using the static-group research design was performed comparing the raw standardized Stanford 9 high stakes test scores of career and technical education (CTE) students with those of other students while controlling for extraneous variables such as learning styles, special populations, gender, race, and ethnicity. Two thousand high school students in three Arizona school districts (urban, suburban, and rural) were in the study. The Stanford 9 test instruments used were developed for the Arizona Department of Education and are given to all Arizona students. The "Learning Styles" assessment was given to the students participating in the study. Test scores on the Stanford 9 were analyzed using the Statistical Package for the Social Sciences (SPSS 10.0) using frequencies, means, standard deviations, correlations, and regression. Students receiving Individualized Vocational Education Plans had higher Stanford 9 tests than those eligible but not receiving them. Students with CTE concentrations were not significantly associated with higher or lower test scores. The researchers concluded that CTE students will always do worse on raw score comparisons, but when extraneous variables are controlled for, there is no difference between CTE and other students. Consequently, they concluded, raw score comparisons are inappropriate because the groups are different. (Contains 14 references and an extensive glossary) (SLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC