Abstract
The current study explored multiple ways in which middle schools can use and integrate data sources to predict proficiency on future high-stakes state achievement tests. The diagnostic accuracy of (a) prior achievement data, (b) teacher rating scale scores, (c) a composite score combining state test scores and rating scale responses, and (d) two gated screening approaches was compared in a sample of 614 middle school students. Prior state test performance emerged as the strongest single predictor of future state test scores; however, results provide evidence that educators may consider locally derived cut scores or alternative screening procedures that incorporate multiple data sources. Specifically, the combination of prior achievement data and teacher ratings of student competence often resulted in increases in either sensitivity or specificity as a function of how data sources were combined.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 327-342 |
| Number of pages | 16 |
| Journal | School Psychology Review |
| Volume | 45 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 2016 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
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A comparison of methods to screen middle school students for reading and math difficulties. / Nelson, Peter M.; Van Norman, Ethan R.; Lackner, Stacey K.
In: School Psychology Review, Vol. 45, No. 3, 09.2016, p. 327-342.Research output: Contribution to journal › Article
TY - JOUR
T1 - A comparison of methods to screen middle school students for reading and math difficulties
AU - Nelson, Peter M.
AU - Van Norman, Ethan R.
AU - Lackner, Stacey K.
PY - 2016/9
Y1 - 2016/9
N2 - The current study explored multiple ways in which middle schools can use and integrate data sources to predict proficiency on future high-stakes state achievement tests. The diagnostic accuracy of (a) prior achievement data, (b) teacher rating scale scores, (c) a composite score combining state test scores and rating scale responses, and (d) two gated screening approaches was compared in a sample of 614 middle school students. Prior state test performance emerged as the strongest single predictor of future state test scores; however, results provide evidence that educators may consider locally derived cut scores or alternative screening procedures that incorporate multiple data sources. Specifically, the combination of prior achievement data and teacher ratings of student competence often resulted in increases in either sensitivity or specificity as a function of how data sources were combined.
AB - The current study explored multiple ways in which middle schools can use and integrate data sources to predict proficiency on future high-stakes state achievement tests. The diagnostic accuracy of (a) prior achievement data, (b) teacher rating scale scores, (c) a composite score combining state test scores and rating scale responses, and (d) two gated screening approaches was compared in a sample of 614 middle school students. Prior state test performance emerged as the strongest single predictor of future state test scores; however, results provide evidence that educators may consider locally derived cut scores or alternative screening procedures that incorporate multiple data sources. Specifically, the combination of prior achievement data and teacher ratings of student competence often resulted in increases in either sensitivity or specificity as a function of how data sources were combined.
UR - http://www.scopus.com/inward/record.url?scp=84999232929&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84999232929&partnerID=8YFLogxK
U2 - 10.17105/SPR45-3.327-342
DO - 10.17105/SPR45-3.327-342
M3 - Article
AN - SCOPUS:84999232929
VL - 45
SP - 327
EP - 342
JO - School Psychology Review
JF - School Psychology Review
SN - 0279-6015
IS - 3
ER -