ERIC Number: EJ1048926
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Reference Count: 63
Using School-Level Student Achievement to Engage in Formative Evaluation: Comparative School-Level Rates of Oral Reading Fluency Growth Conditioned by Initial Skill for Second Grade Students
Cummings, Kelli D.; Stoolmiller, Michael L.; Baker, Scott K.; Fien, Hank; Kame'enui, Edward J.
Reading and Writing: An Interdisciplinary Journal, v28 n1 p105-130 Jan 2015
We present a method for data-based decision making at the school level using student achievement data. We demonstrate the potential of a national assessment database [i.e., the University of Oregon DIBELS Data System (DDS)] to provide comparative levels of school-level data on average student achievement gains. Through the DDS as a data source, and the analytic methods we outline, we illustrate one way that schools can engage in system-level formative evaluation by examining their students' gains across an academic year conditional on initial skill level relative to the performance of a large sample of other schools. We provide the empirical Bayes estimates of school-level effects and their associated standard errors for second grade, DIBELS oral reading fluency using a percentile band plot. We illustrate a practical way that schools could use this output to improve their data-based decision making procedures.
Descriptors: Academic Achievement, Formative Evaluation, Achievement Gains, Bayesian Statistics, Elementary School Students, Grade 2, Oral Reading, Reading Fluency, Error of Measurement, Data, Decision Making, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)