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ERIC Number: ED404175
Record Type: Non-Journal
Publication Date: 1994-Jan
Pages: 90
Abstractor: N/A
Reference Count: N/A
Multidimensional Description of Subgroup Differences in Mathematics Achievement Data from the 1992 National Assessment of Educational Progress. Draft.
Muthen, Bengt O.; And Others
This report investigates the dimensionality of the 1992 National Assessment of Educational Progress (NAEP) mathematics test in the context of subgroup differences. The analysis approach of this study utilized key grouping variables of the NAEP reports (e.g., gender, ethnicity), but had the advantage that subgroup comparisons were not only done in a univariate manner using one grouping variable at a time, but were done using the set of grouping variables jointly. The data supports a multidimensional model with dimensions corresponding to both content-specific and format-specific factors. The multidimensional latent variable modeling suggests a new way of reporting results with respect to math performance in specific content areas. For content-specific performance, the subscores were related to overall performance, considering content-specific scores conditional on overall scores. For a given overall score a subgroup difference was considered with respect to a certain content area. This conditional approach may be of value for revealing differences in opportunity to learn or differences in curricular emphases. (Author/JRH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress