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Investigating the relationship between reading achievement, and state-level ecological variables and educational reform

Descriptive

TypeOfResource
Text
TitleInfo (ID = T-1)
Title
Investigating the relationship between reading achievement, and state-level ecological variables and educational reform
SubTitle
a hierarchical analysis of item difficulty variation
Identifier
ETD_1524
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051083
Language
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
Education
Subject (ID = SBJ-1); (authority = ETD-LCSH)
Topic
Reading (Elementary)
Subject (ID = SBJ-1); (authority = ETD-LCSH)
Topic
Academic achievement
Abstract
This study identifies profiles in fourth grade reading achievement across states as measured by the 2002 National Assessment of Educational Progress (NAEP), and examines the link between these profiles and state policy and ecological variables. A series of multilevel models (MLM) that extend procedures traditionally employed in the analysis of differential item functioning (DIF) were applied in order to evaluate state-level performance at the item level. The variability of states' performances on individual items was estimated while controlling for overall state reading proficiency, and a residual variance statistic, item difficulty variation (IDV), was estimated for each item. A subset of items with relatively large IDVs was included in a second tier of analyses, and aggregated "parcel scores" were estimated. These parcel scores represent empirical clusters of items for which state membership influences student performance beyond what would be expected given state-level reading proficiency estimates. Two parcel scores were constructed in this analysis. Parcel 1 represented a cluster of items associated with long, fictional reading passages. Parcel 2 represented a cluster of items associated with short, non-fictional reading passages. Parcel scores can be interpreted as value-added scores, suggesting that states with high Parcel 1 scores performed better on items associated with long, fictional passages than would have been predicted by overall state reading proficiency. Similarly, states with low Parcel 1 scores performed worse than expected. The interpretation of Parcel 2 follows in kind. As rates of non-native speakers and poverty increased across states, scores on Parcel 1 decreased and scores on Parcel 2 increased. These quantitative results, coupled with a qualitative case study of Maryland, New York and Texas, suggest the following major theme: larger, more populous states, with higher levels of poverty and non-native speakers of English exhibit a distinctive pattern in parcel score performance, scoring lower than predicted on items associated with long, fictional reading passages, and higher than predicted on items associated with short, non-fictional passages.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
x, 125 p.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references (p. 120-123)
Note (type = statement of responsibility)
by Michele Yurecko
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Yurecko
NamePart (type = given)
Michele
Role
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author
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Michele Yurecko
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Camilli
NamePart (type = given)
Gregory
Role
RoleTerm (authority = RULIB); (type = )
chair
Affiliation
Advisory Committee
DisplayForm
Gregory Camilli
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Kuhn
NamePart (type = given)
Melanie
Role
RoleTerm (authority = RULIB); (type = )
internal member
Affiliation
Advisory Committee
DisplayForm
Melanie R. Kuhn
Name (ID = NAME-4); (type = personal)
NamePart (type = family)
Penfield
NamePart (type = given)
Douglas
Role
RoleTerm (authority = RULIB); (type = )
internal member
Affiliation
Advisory Committee
DisplayForm
Douglas A. Penfield
Name (ID = NAME-5); (type = personal)
NamePart (type = family)
Twing
NamePart (type = given)
Jon
Role
RoleTerm (authority = RULIB); (type = )
outside member
Affiliation
Advisory Committee
DisplayForm
Jon S. Twing
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB); (type = )
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB); (type = )
school
OriginInfo
DateCreated (point = ); (qualifier = exact)
2009
DateOther (qualifier = exact); (type = degree)
2009-01
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T39G5N1X
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
RightsEvent (AUTHORITY = rulib); (ID = 1)
Type
Permission or license
Detail
Non-exclusive ETD license
AssociatedObject (AUTHORITY = rulib); (ID = 1)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

ContentModel
ETD
MimeType (TYPE = file)
application/pdf
MimeType (TYPE = container)
application/x-tar
FileSize (UNIT = bytes)
849920
Checksum (METHOD = SHA1)
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