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ERIC Number: ED477669
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 6
Abstractor: N/A
Reference Count: N/A
Using Educational Test Scores To Evaluate Children.
Pandiani, John A.; Simon, Monica M.; Banks, Steven M.
This paper reports on an ongoing effort of the Vermont Mental Health Performance Indicator Project (PIP) to examine the relevance and utility of standardized test scores for evaluating community mental health programs. This analysis is of test scores from Vermont's first four years of statewide testing. The study is examining anonymous person-level extracts from four existing databases: the Mathematics Skills Assessment and the English Language Reading--Basic Understanding for 4th-, 8th-, and 10th-grade students during 1998 through 2001; the Vermont Mental Health Division's Monthly Service Report; and the Vermont District Court records. For mental health service recipients, performance by boys on the mathematics test increased, whereas the performance of girls decreased. This resulted, however, in similar 10th-grade performance for both boys and girls. Performance on the English test decreased between 8th and 10th grades for both boys and girls in the treatment group. Involvement with the criminal justice system was substantially greater for students who did not participate in the tests than for participants. Results support the value of educational test scores for evaluating systems of care for children and adolescents and for providing valid and reliable information on levels of school participation and school performance for recipients of mental health services. (DB)
For full text:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.
Authoring Institution: University of South Florida, Tampa. Research and Training Center for Children's Mental Health.
Identifiers - Location: Vermont