Teaching, Learning, Policy & Leadership Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/2759

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Subject: search.filters.subject.Education, Tests and Measurements

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    Predicting Proficiency On A State Assessment Using Prior Performance For Racial And Economic Subgroups
    (2006-12-06) Castagnoli, Jean Marie; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The study considers the feasibility of using prior performance to identify students at risk of failure as a strategy for reducing the achievement gap in the elementary grades in a large metropolitan school district. More specifically, the study examines the relationship between student performance on a 2nd grade Comprehensive Test of Basic Skills (CTBS/5) and student proficiency status for the Maryland School Assessments (MSA) in mathematics and reading in the 3rd, 4th, and 5th grades. The nature of the racial and poverty gaps are that White students and economically advantaged students score consistently higher than Black students and economically disadvantaged students on the MSA, though differences in achievement are largely explained by whether individual students and their peers participate in the school's free-and reduced-price meals service (FARMS). Different analytic and policy-relevant methods for examining the magnitude of the gap and the district's progress towards reducing the gap are considered as part of the study. Analyses with logistic regression show that prior performance in the 2nd grade is positively related to proficiency in reading and mathematics in the middle and later elementary grades, though the strength of the relationship is stronger in reading and declines in later grades. There are indications of an interaction between prior achievement, race, and especially FARMS status, with prior achievement becoming less important and FARMS status becoming more important in predicting proficiency in later grades. The feasibility of using these models to identify students at risk of failing to attain proficiency in later grades is discussed along with a set of recommendations for policymakers and school leaders.
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    Perceived Challenges of High-Stakes Assessments to High School Career and Technology Education Programs in Maryland
    (2004-08-30) Thomas, David Wayne; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Abstract Title of dissertation: PERCEIVED CHALLENGES OF HIGH-STAKES ASSESSMENTS TO HIGH SCHOOL CAREER AND TECHNOLOGY EDUCATION PROGRAMS IN MARYLAND David W. Thomas, Doctor of Education, 2004 Dissertation directed by: Professor Robert Croninger Department of Education Many states are now requiring students to pass high-stakes assessments to earn a high school diploma. Even though the primary expectation of high-stakes testing is increased academic achievement for students in specific subject areas, many worthwhile high school programs are ignored by this testing initiative. This case study examined the perceived challenges of high-stakes testing to vocational/career and technology education in Maryland and the responses to the challenges of the assessment program by schools representing the three models of delivery of career and technology (CTE) education in Maryland (technical high schools, community high schools with embedded CTE programs and technical centers). The research was conducted through interviews at the Maryland State Department of Education and with local CTE directors, high school principals, and academic and CTE department chairs in four local school districts in Maryland, and discovered challenges to CTE programs in the following areas: scheduling students in CTE classes, redirecting resources away from CTE to tested areas, altering the mission of CTE programs, and also an overall low level of concern due to the newness of the testing program. Strategies to cope with the challenges were identified as: aligning CTE curriculum with tested areas, mirroring tests in CTE courses to the high school assessment tests, modifying school schedules, and taking minimal or no significant actions. The research also revealed a high level of familiarity with the testing program and more significant actions implemented to address the challenges of the assessments at the community high school with the CTE component and at the comprehensive technical high school than at the tech centers. Recommendations include similar research looking at challenges to other untested curriculum areas, tracking trends in CTE course enrollment and follow-up studies conducted after several years of high-stakes assessments to determine actual impact on career and technology education programs.