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• 1. [Article] Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment

  In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures representing the variables ...

  Citation × Citation Citation Abstract Copy Title: Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment Author: Birk, Lisa Year: 2013 In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures representing the variables of mathematics content knowledge, general ability, and reading fluency. Non-performance variables included gender, socioeconomic status, language proficiency and special education qualification. Using a sequential regression and commonality analysis, I determined the amount of variance explained by each performance measure on the Oregon state math assessment in third grade. All variables were independently predictive of math problem solving scores, and used together, they explained 58% score variance. The math content knowledge measure explained the most variance uniquely (12%), and the measures of math content and general ability explained the most variance commonly (16%). In the second analysis, I investigated whether additional variance was explained once student demographic characteristics were controlled and how this affected the unique variance explained by each independent performance measure. By controlling for demographics, the model explained slightly more than 1% additional variance in math scores. The unique variance explained by each independent measure decreased slightly. This study highlighted the influence of various construct relevant and irrelevant variables on math problem solving scores, including the extent to which a language-free measure of general ability might help to inform likely outcomes. The use of variance partitioning expanded understanding of the unique and common underlying constructs that affect math problem solving assessment. Finally, this study provided more information regarding the influence demographic information has on outcomes related to state math assessments. Title: Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment Author: Birk, Lisa Year: 2013 In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures representing the variables of mathematics content knowledge, general ability, and reading fluency. Non-performance variables included gender, socioeconomic status, language proficiency and special education qualification. Using a sequential regression and commonality analysis, I determined the amount of variance explained by each performance measure on the Oregon state math assessment in third grade. All variables were independently predictive of math problem solving scores, and used together, they explained 58% score variance. The math content knowledge measure explained the most variance uniquely (12%), and the measures of math content and general ability explained the most variance commonly (16%). In the second analysis, I investigated whether additional variance was explained once student demographic characteristics were controlled and how this affected the unique variance explained by each independent performance measure. By controlling for demographics, the model explained slightly more than 1% additional variance in math scores. The unique variance explained by each independent measure decreased slightly. This study highlighted the influence of various construct relevant and irrelevant variables on math problem solving scores, including the extent to which a language-free measure of general ability might help to inform likely outcomes. The use of variance partitioning expanded understanding of the unique and common underlying constructs that affect math problem solving assessment. Finally, this study provided more information regarding the influence demographic information has on outcomes related to state math assessments. Close

• 2. [Article] The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement

  Learning-related behavioral and academic skills upon kindergarten entry, sometimes referred to as kindergarten readiness, is a construct of growing importance in education, having implications for early ...

  Citation × Citation Citation Abstract Copy Title: The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement Author: Irvin, Phillip Year: 2015 Learning-related behavioral and academic skills upon kindergarten entry, sometimes referred to as kindergarten readiness, is a construct of growing importance in education, having implications for early learning and eventual achievement. Much of the research on entry skills has been limited to initial status only with inferences drawn about preparedness for school. In this study, I examine the relation among kindergarten entry skills in literacy and mathematics as well as outcomes measured at the end of the kindergarten school year. Two extant datasets were used—learning-related behavioral ratings and academic proficiency skills scores from a fall administration of a statewide kindergarten entry assessment and interim-formative assessment data collected for a subsample of students in the spring of the same academic year. The assessments were analyzed for their factor structures (using both exploratory and confirmatory factor analyses) as well as a hypothesized structural model. Factor analyses tested and confirmed the underlying structure and relations among items and measures included in the state entry assessment. Follow-up structural modeling confirmed the measurement model and concurrently estimated the effects of entry skills on emergent literacy and math skills measured in the spring, while accounting for student-level demographic characteristics. Results indicated that the state’s entry assessment measured three distinct skillsets: self-regulation and social-interpersonal learning-related behaviors, and academic proficiency. Importantly, kindergarten entry skills explained a large proportion of variance in spring emergent literacy achievement, beyond that of learning-related behavioral skills and student demographic characteristics. In contrast, these entry skills explained far less variance in spring math achievement. These findings are interpreted in the context of existing theory and recent empirical research. Title: The Relation of Kindergarten Entry Skills to Early Literacy and Mathematics Achievement Author: Irvin, Phillip Year: 2015 Learning-related behavioral and academic skills upon kindergarten entry, sometimes referred to as kindergarten readiness, is a construct of growing importance in education, having implications for early learning and eventual achievement. Much of the research on entry skills has been limited to initial status only with inferences drawn about preparedness for school. In this study, I examine the relation among kindergarten entry skills in literacy and mathematics as well as outcomes measured at the end of the kindergarten school year. Two extant datasets were used—learning-related behavioral ratings and academic proficiency skills scores from a fall administration of a statewide kindergarten entry assessment and interim-formative assessment data collected for a subsample of students in the spring of the same academic year. The assessments were analyzed for their factor structures (using both exploratory and confirmatory factor analyses) as well as a hypothesized structural model. Factor analyses tested and confirmed the underlying structure and relations among items and measures included in the state entry assessment. Follow-up structural modeling confirmed the measurement model and concurrently estimated the effects of entry skills on emergent literacy and math skills measured in the spring, while accounting for student-level demographic characteristics. Results indicated that the state’s entry assessment measured three distinct skillsets: self-regulation and social-interpersonal learning-related behaviors, and academic proficiency. Importantly, kindergarten entry skills explained a large proportion of variance in spring emergent literacy achievement, beyond that of learning-related behavioral skills and student demographic characteristics. In contrast, these entry skills explained far less variance in spring math achievement. These findings are interpreted in the context of existing theory and recent empirical research. Close

• 3. [Article] Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten

  This dissertation study examined the predictive validity of alphabetic knowledge and phonemic awareness assessments on word reading fluency. The participants were approximately 900 kindergarten students ...

  Citation × Citation Citation Abstract Copy Title: Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten Author: Soltz, Sarah Year: 2016 This dissertation study examined the predictive validity of alphabetic knowledge and phonemic awareness assessments on word reading fluency. The participants were approximately 900 kindergarten students from a suburban school district in Oregon. The study used extant curriculum-based measure (CBM) reading assessment data collected during the 2013-2014 school year to examine the predictive validity of measures of letter naming fluency (LN), letter sound fluency (LS), and phoneme segmentation fluency (PS) on word reading fluency (WRF). Linear regression was employed to examine the amount of variance that early reading skills (LN, LS, and PS), measured during the fall and winter, explained in WRF measured in the spring of kindergarten. The relation of non-performance demographic data to student spring WRF was also examined. Results of this research are intended to inform practitioners implementing early reading instruction and interventions through an equity lens. Title: Using Alphabet Knowledge and Phonemic Awareness Assessments to Predict Word Reading Fluency in Kindergarten Author: Soltz, Sarah Year: 2016 This dissertation study examined the predictive validity of alphabetic knowledge and phonemic awareness assessments on word reading fluency. The participants were approximately 900 kindergarten students from a suburban school district in Oregon. The study used extant curriculum-based measure (CBM) reading assessment data collected during the 2013-2014 school year to examine the predictive validity of measures of letter naming fluency (LN), letter sound fluency (LS), and phoneme segmentation fluency (PS) on word reading fluency (WRF). Linear regression was employed to examine the amount of variance that early reading skills (LN, LS, and PS), measured during the fall and winter, explained in WRF measured in the spring of kindergarten. The relation of non-performance demographic data to student spring WRF was also examined. Results of this research are intended to inform practitioners implementing early reading instruction and interventions through an equity lens. Close

• 4. [Article] An Examination of the Oregon Kindergarten Assessment

  A surge of interest has emerged across the US in high-quality early childhood education programs that prepare children for success in school and later years. In particular, attention has been focused on ...

  Citation × Citation Citation Abstract Copy Title: An Examination of the Oregon Kindergarten Assessment Author: Wilson, Allison Year: 2015 A surge of interest has emerged across the US in high-quality early childhood education programs that prepare children for success in school and later years. In particular, attention has been focused on the kindergarten year as having important consequences for a child’s acquisition of knowledge and skills that determine later school success. However, children begin kindergarten with a diverse array of skills and experiences, including many who have not been enrolled in any preschool programs outside the home environment. State kindergarten entry assessments can provide baseline information to help teachers target instruction and assist in meeting child learning benchmarks. In fall of 2013, school districts in Oregon began administering the Oregon Kindergarten Assessment (OKA) to all entering kindergarten students. Administered within the first six weeks of school, the OKA includes measures in early literacy, early math, and approaches to learning. This study explored student performance on the OKA as well as its utility as perceived by Oregon kindergarten teachers. Specifically, the following questions were asked: (1) Are there significant differences in children’s performance on the OKA based on demographic characteristics? (2) What is the performance of children previously receiving Early Childhood Special Education on the OKA? and (3) What is the utility of the OKA, as evaluated by kindergarten teachers? Data collected by the Oregon Department of Education were used, as well as data from kindergarten teacher interviews. Results of the study reinforce what is known about the opportunity gap among young children prior to entering kindergarten, as well as provide insight on how the intended purposes of the OKA are being met. Findings may assist administrators, teachers, parents, and policy makers in understanding current use of the OKA as well as assisting with future steps to modify curriculum, instructional methodology, teacher training, and transition practices. Title: An Examination of the Oregon Kindergarten Assessment Author: Wilson, Allison Year: 2015 A surge of interest has emerged across the US in high-quality early childhood education programs that prepare children for success in school and later years. In particular, attention has been focused on the kindergarten year as having important consequences for a child’s acquisition of knowledge and skills that determine later school success. However, children begin kindergarten with a diverse array of skills and experiences, including many who have not been enrolled in any preschool programs outside the home environment. State kindergarten entry assessments can provide baseline information to help teachers target instruction and assist in meeting child learning benchmarks. In fall of 2013, school districts in Oregon began administering the Oregon Kindergarten Assessment (OKA) to all entering kindergarten students. Administered within the first six weeks of school, the OKA includes measures in early literacy, early math, and approaches to learning. This study explored student performance on the OKA as well as its utility as perceived by Oregon kindergarten teachers. Specifically, the following questions were asked: (1) Are there significant differences in children’s performance on the OKA based on demographic characteristics? (2) What is the performance of children previously receiving Early Childhood Special Education on the OKA? and (3) What is the utility of the OKA, as evaluated by kindergarten teachers? Data collected by the Oregon Department of Education were used, as well as data from kindergarten teacher interviews. Results of the study reinforce what is known about the opportunity gap among young children prior to entering kindergarten, as well as provide insight on how the intended purposes of the OKA are being met. Findings may assist administrators, teachers, parents, and policy makers in understanding current use of the OKA as well as assisting with future steps to modify curriculum, instructional methodology, teacher training, and transition practices. Close