ERIC Number: ED404372
Record Type: Non-Journal
Publication Date: 1995-Jun
Reference Count: N/A
Identifying Students at Risk of Low Achievement in NAEP and NELS.
Berends, Mark; And Others
Data from the 1990 National Assessment of Educational Progress (NAEP) and the National Education Longitudinal Study of 1988 (NELS) are analyzed for eighth graders to distinguish the characteristics of low-achieving groups and the independent predictors of low test scores. Results provide a basis for evaluating the adequacy of the NAEP for these purposes. Analyses compared the bottom decile and quartile on the test-score distribution to the eighth-grade population as a whole in terms of simple univariate statistics. Logistic regression analysis was used to estimate the independent relationships between an individual's low achievement levels and social context characteristics in the NELS. Finally, several ordinary regressions and bivariate correlations among the social context measures were themselves analyzed to assess the adequacy of proxies in the NAEP. Findings demonstrate that several of the characteristics presently in the NAEP are useful for differentiating low achievers as a group from the eighth grade population as a whole. Analyses of the NELS show, however, that the NAEP currently lacks several measures important for the purpose. These include low family income, low levels of family closure, large families, single parent households, mothers who were young when they gave birth, greater school mobility, grade retention, lower grade point averages, low school mean income, and low levels of closure in the school as a whole. (Contains 12 tables, 17 figures, and 185 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Assessment of Educational Progress, Princeton, NJ.; Rand Corp., Santa Monica, CA. Inst. on Education and Training.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress