Systematic but unanticipated differences in patterns of responses to a test between-two or more g... more Systematic but unanticipated differences in patterns of responses to a test between-two or more groups is generally taken as evidence of test bias. This study assessed whether a carefully-targeted instructional sequence could influence the effects of bias. A reading comprehension test with items previously identified as biased for certain groups was administered to two samples of minority children. This was followed a week later by two in-class sessions of the instructional intervention. Participants were then retested on the same instrument, first at the end of the same week in which they rectsived the intervention, then again 4 weeks later.-This pre/post/follow-up repeated-measures design allowed analysis, both statistical and graphic, of bias characteristics as they arose between groups at any given testing session and within groups across time. Results indicated that the test materials were generally very difficult. A few items improved significantly from pretest to posttest, although this improvement diminished somewhat across time. California Test of Basic Skill items which were targeted by the intervention showed a stronger degree of change for the treatment group than for the control group.
To remain competitive in the international marketplace, the United States will have to recommit t... more To remain competitive in the international marketplace, the United States will have to recommit to a new era of educational reform. Students must be pushed to reach higher expectations, and the U.S. educational system must find am efficient and centralized mechanism to measure national progress in education reform. This document describes the current trends in the development of indicators designed to measure educational progress. Several specific problems with indicators are targeted, such as: accommodating federal, state, and district information; effectively processing this information; and dealing with the excessive cost of creating and maintainiag a national database. All the recommendations for new indicator systems feature some version of an input, process, output model that flows from characteristics of the community and the population served, through characteristics of the school itself, to characteristics of learner outcomes. Student achievement is the primary outcome. This document shows several simple models for indicator systems and discusses how to transform the models into indicators, the indicators into data, and the data into information. The last section addresses national projects to develop indicators, the burdens and benefits these projects have on local schools, and the effects these projects have on the future of education. (30 references) (LAP)
Journal of Educational Research and Practice, 2013
The study aimed to examine teachers' and students' views on the impact of the Expository Reading ... more The study aimed to examine teachers' and students' views on the impact of the Expository Reading and Writing Course (ERWC) on students' college readiness and on teaching practices. Literature in the areas of college readiness, critiques of the English curriculum at the secondary level, and a review of research on the effects of ERWC are summarized. The mixed-methods study used a teacher survey, teacher interviews, and student focus groups. Findings showed that teachers reported making numerous changes and improvements in their teaching as a result of attending a professional development program and also reported making changes in other courses. Teachers found that ERWC helped student engagement, motivation, and learning and helped prepare students for college. Students reported learning strategies in the class that they transfer and apply in other classes. Using ERWC materials can strengthen participating teachers' instruction and participating students' learning.
... Jonah Schlackman California State University, Northridge Educational Psychology and Counselin... more ... Jonah Schlackman California State University, Northridge Educational Psychology and Counseling 18111 Nordhoff Street Northridge, CA 91330 [email protected] Running head: Patterns of early reading growth ... Cunningham, 2002, Freppon & Dahl, 1998). ...
15 College Readiness for All: Assessing the Impact of English Professional Development on Teachin... more 15 College Readiness for All: Assessing the Impact of English Professional Development on Teaching Practice and Student Learning Anne Hafner Rebecca Joseph Jennifer McCormick California State University Los Angeles Abstract This article examines the effects of a ...
Using a quasi-experimental analysis of variance (ANOVA) design, this project examined the effects... more Using a quasi-experimental analysis of variance (ANOVA) design, this project examined the effects of the use of accommodations with students of limited English proficiency (LEP) and non-LEP students and whether the use of accommodations affected the validity of test score interpretations. Major accommodations examined were extra time, and extra time with extended oral presentation. Samples of fourth (n=292) and seventh grade students (n=159) were tested using the Terranova multiple assessment mathematics test, as well as a math skills test and the LAS reading comprehension test. Descriptive findings showed that LEP students scored lower than non-LEP students on mathematics tests and teacher-reported skill levels. Major predictors of mathematics achievement were LAS reading proficiency level (a proxy of LEP status), whether students received an accommodation, and teacher rating of reading skill. ANOVA analyses were conducted to compare the mean scores of students in accommodated tests versus those with no accommodation. These showed the accommodation effect was significant, with those students in the extra time condition showing the highest scores. A discriminant analysis showed that the best predictors of membership in different English fluency groups were Spanish fluency, time in the United States, reading grade, and mathematics test score. LEP students were more likely than non-LEP students to be misclassified into a fluency group. Examination of students' writing samples showed clear differences in mathematics and language achievement, depending on the student's language proficiency level. The project's results provide information on whether accommodations provide valid inferences for special needs children as well as non-LEP children. tables, and 25 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
As a response to the shortage of credentialed teachers in California, a four-year major called Ur... more As a response to the shortage of credentialed teachers in California, a four-year major called Urban Learning (ULRN), combining both the undergraduate and a teaching credential program was developed by professors at the Charter College of Education at California ...
The purpose of the study was to examine the influence of mathematics-specific teaching practices ... more The purpose of the study was to examine the influence of mathematics-specific teaching practices on class-level mathematics achievement. Five teaching-method scales were generated from the Second International Mathematics Study (SIMS) teacher survey data and examined in ...
Systematic but unanticipated differences in patterns of responses to a test between-two or more g... more Systematic but unanticipated differences in patterns of responses to a test between-two or more groups is generally taken as evidence of test bias. This study assessed whether a carefully-targeted instructional sequence could influence the effects of bias. A reading comprehension test with items previously identified as biased for certain groups was administered to two samples of minority children. This was followed a week later by two in-class sessions of the instructional intervention. Participants were then retested on the same instrument, first at the end of the same week in which they rectsived the intervention, then again 4 weeks later.-This pre/post/follow-up repeated-measures design allowed analysis, both statistical and graphic, of bias characteristics as they arose between groups at any given testing session and within groups across time. Results indicated that the test materials were generally very difficult. A few items improved significantly from pretest to posttest, although this improvement diminished somewhat across time. California Test of Basic Skill items which were targeted by the intervention showed a stronger degree of change for the treatment group than for the control group.
To remain competitive in the international marketplace, the United States will have to recommit t... more To remain competitive in the international marketplace, the United States will have to recommit to a new era of educational reform. Students must be pushed to reach higher expectations, and the U.S. educational system must find am efficient and centralized mechanism to measure national progress in education reform. This document describes the current trends in the development of indicators designed to measure educational progress. Several specific problems with indicators are targeted, such as: accommodating federal, state, and district information; effectively processing this information; and dealing with the excessive cost of creating and maintainiag a national database. All the recommendations for new indicator systems feature some version of an input, process, output model that flows from characteristics of the community and the population served, through characteristics of the school itself, to characteristics of learner outcomes. Student achievement is the primary outcome. This document shows several simple models for indicator systems and discusses how to transform the models into indicators, the indicators into data, and the data into information. The last section addresses national projects to develop indicators, the burdens and benefits these projects have on local schools, and the effects these projects have on the future of education. (30 references) (LAP)
Journal of Educational Research and Practice, 2013
The study aimed to examine teachers' and students' views on the impact of the Expository Reading ... more The study aimed to examine teachers' and students' views on the impact of the Expository Reading and Writing Course (ERWC) on students' college readiness and on teaching practices. Literature in the areas of college readiness, critiques of the English curriculum at the secondary level, and a review of research on the effects of ERWC are summarized. The mixed-methods study used a teacher survey, teacher interviews, and student focus groups. Findings showed that teachers reported making numerous changes and improvements in their teaching as a result of attending a professional development program and also reported making changes in other courses. Teachers found that ERWC helped student engagement, motivation, and learning and helped prepare students for college. Students reported learning strategies in the class that they transfer and apply in other classes. Using ERWC materials can strengthen participating teachers' instruction and participating students' learning.
... Jonah Schlackman California State University, Northridge Educational Psychology and Counselin... more ... Jonah Schlackman California State University, Northridge Educational Psychology and Counseling 18111 Nordhoff Street Northridge, CA 91330 [email protected] Running head: Patterns of early reading growth ... Cunningham, 2002, Freppon & Dahl, 1998). ...
15 College Readiness for All: Assessing the Impact of English Professional Development on Teachin... more 15 College Readiness for All: Assessing the Impact of English Professional Development on Teaching Practice and Student Learning Anne Hafner Rebecca Joseph Jennifer McCormick California State University Los Angeles Abstract This article examines the effects of a ...
Using a quasi-experimental analysis of variance (ANOVA) design, this project examined the effects... more Using a quasi-experimental analysis of variance (ANOVA) design, this project examined the effects of the use of accommodations with students of limited English proficiency (LEP) and non-LEP students and whether the use of accommodations affected the validity of test score interpretations. Major accommodations examined were extra time, and extra time with extended oral presentation. Samples of fourth (n=292) and seventh grade students (n=159) were tested using the Terranova multiple assessment mathematics test, as well as a math skills test and the LAS reading comprehension test. Descriptive findings showed that LEP students scored lower than non-LEP students on mathematics tests and teacher-reported skill levels. Major predictors of mathematics achievement were LAS reading proficiency level (a proxy of LEP status), whether students received an accommodation, and teacher rating of reading skill. ANOVA analyses were conducted to compare the mean scores of students in accommodated tests versus those with no accommodation. These showed the accommodation effect was significant, with those students in the extra time condition showing the highest scores. A discriminant analysis showed that the best predictors of membership in different English fluency groups were Spanish fluency, time in the United States, reading grade, and mathematics test score. LEP students were more likely than non-LEP students to be misclassified into a fluency group. Examination of students' writing samples showed clear differences in mathematics and language achievement, depending on the student's language proficiency level. The project's results provide information on whether accommodations provide valid inferences for special needs children as well as non-LEP children. tables, and 25 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
As a response to the shortage of credentialed teachers in California, a four-year major called Ur... more As a response to the shortage of credentialed teachers in California, a four-year major called Urban Learning (ULRN), combining both the undergraduate and a teaching credential program was developed by professors at the Charter College of Education at California ...
The purpose of the study was to examine the influence of mathematics-specific teaching practices ... more The purpose of the study was to examine the influence of mathematics-specific teaching practices on class-level mathematics achievement. Five teaching-method scales were generated from the Second International Mathematics Study (SIMS) teacher survey data and examined in ...
Uploads
Papers by Anne Hafner