共查询到20条相似文献，搜索用时 31 毫秒
1.
Valija C. Rose 《The Urban Review》2013,45(4):472-489
Access to high-quality educational opportunities is central to growing postsecondary degree attainment. This study employs secondary data analysis of the public-use National Education Longitudinal Study (NELS:88/00) to examine how school context and precollege educational opportunities influence college degree attainment among high-achieving Black males. Findings show that approximately 40 % of high-achieving Black males attained a bachelor’s degree or higher 8 years after high school. Binary logistic regression analysis indicates that attending an urban school decreases the likelihood of bachelor’s degree attainment. Attending a private school, on the other hand, has the opposite effect—it increases the likelihood of bachelor’s degree attainment. Results also indicate that although participating in a gifted and talented program increases the likelihood of bachelor’s degree attainment among high-achieving Black males, participating in Advanced Placement has no effect. Implications for educators in K-16 educational settings are discussed. 相似文献
2.
Sueuk Park Ernest T. Pascarella 《Community College Journal of Research & Practice》2013,37(9):700-716
Using data from the National Education Longitudinal Study, 1988 (NELS: 88), this paper documents differences in the socioeconomic plans of students in two-year and four-year colleges. We found attendance at a two-year college led to a modest but statistically significant disadvantage in socioeconomic plans. However, the impact of attending a community college on educational and occupational goals are conditional rather than general. That is, the negative impact on socioeconomic plans of attending a two-year college held for women but not men. Finally, according to our research, the negative effect of attending a two-year college differed in magnitude by an individual's tested cognitive preparation. In particular, attending a two-year college significantly reduced subsequent socioeconomic plans only for students with relatively high precollege test scores. 相似文献
3.
A 1998 study by Bielinski and Davison reported a sex difference by item difficulty interaction in which easy items tended to be easier for females than males, and hard items tended to be harder for females than males. To extend their research to nationally representative samples of students, this study used math achievement data from the 1992 NAEP, the TIMSS, and the NELS:88. The data included students in grades 4, 8, 10, and 12. The interaction was assessed by correlating the item difficulty difference (bmale − bfemale ) with item difficulty computed on the combined male/female sample. Using only the multiple-choice mathematics items, the predicted negative correlation was found for all eight populations and was significant in five. An argument is made that this phenomenon may help explain the greater variability in math achievement among males as compared to females and the emergence of higher performance of males in late adolescence. 相似文献
4.
《The Journal of educational research》2012,105(1):4-10
Abstract The relationship between employment and academic performance in a nationally representative sample of U.S. students was examined in a longitudinal study as the students progressed from Grade 8 to 12. The participants (N = 15,552) took part in the base year (1988), first follow-up (1990), and second follow-up (1992) of the National Education Longitudinal Study (NELS). Structural equation modeling was used to analyze the NELS data set while controlling for the effects of family background, previous achievement, gender, and ethnicity. Employment had an overall negative and curvilinear effect on high school GPA. Students who worked fewer than 12 hr per week fared better academically than those students who were not employed. A significant decline in academic performance was observed when students worked more than 11–13 hr per week. 相似文献
5.
《Structural equation modeling》2013,20(4):562-578
When developing self-report instruments, researchers often have included both positively and negatively worded items to negate the possibility of response bias. Unfortunately, this strategy may interfere with examinations of the latent structure of self-report instruments by introducing method effects, particularly among negatively worded items. The substantive nature of the method effects remains unclear and requires examination. Building on recommendations from previous researchers (Tomás& Oliver, 1999), this study examined the longitudinal invariance of method effects associated with negatively worded items using a self-report measure of global self-esteem. Data were obtained from the National Educational Longitudinal Study (NELS; Ingels et al., 1992) across 3 waves, each separated by 2 years, and the longitudinal invariance of the method effects was tested using LISREL 8.20 with weighted least squares estimation on polychoric correlations and an asymptotic variance/covariance matrix. Our results indicated that method effects associated with negatively worded items exhibited longitudinal invariance of the factor structure, factor loadings, item uniquenesses, factor variances, and factor covariances. Therefore, method effects associated with negatively worded items demonstrated invariance across time, similar to measures of personality traits, and should be considered of potential substantive importance. One possible substantive interpretation is a response style. 相似文献
6.
Matthieu J. S. Brinkhuis Marjan Bakker Gunter Maris 《Journal of Educational Measurement》2015,52(3):319-338
The amount of data available in the context of educational measurement has vastly increased in recent years. Such data are often incomplete, involve tests administered at different time points and during the course of many years, and can therefore be quite challenging to model. In addition, intermediate results like grades or report cards being available to pupils, teachers, parents, and policy makers might influence future performance, which adds to the modeling difficulties. We propose the use of simple data filters to obtain a reduced set of relevant data, which allows for simple checks on the relative development of persons, items, or both. 相似文献
7.
Xitao Fan 《Journal of Experimental Education》2013,81(1):27-61
The major research objective of this study was to assess the effect of parental involvement on students' academic growth during the high school years. The National Education Longitudinal Study of 1988 (NELS:88) data were used, and latent growth curve analysis within the framework of structural equation modeling was the major analytic tool. The following are the major findings of the study: (a) Parental involvement appears to be multidimensional; (b) ethnic group samples reported comparable degrees of parental involvement; (c) parents' aspiration for their children's education attainment had a consistent and positive effect on students' academic growth; and (d) the effect, or lack thereof, of parental involvement was consistent across ethnic group samples and across data sources (student vs. parent data). Plausible reasons for the consistent effect of parents' aspirations on students' academic achievement are discussed. The author offers explanations for why some parental involvement dimensions showed negative, though generally small, effects on students' academic growth. 相似文献
8.
Data from the National Education Longitudinal Survey of 1988 (NELS:88) were used to investigate the effect of teacher licensure status on private school students’ 12th grade math and science test scores. This data includes schooling and family background information on students that can be linked to employment information on teachers. We find that, contrary to conventional wisdom, private school students of fully certified 12th grade math and science teachers do not appear to outperform students of private school teachers who are not fully certified. 相似文献
9.
基于跨时测量恒等视角与知识图谱分析,文章对我国教育技术学较常探讨的变量"自我效能"量表进行了工具检测,并以四川省某小学三年级的197名学生为被试,前后测时间间隔为6个月。文章采用结构方程模型的跨时测量恒等检验程序,依序针对不同恒等程度的模型进行比较,结果发现:数学自我效能量表不符合完全的度量恒等,放宽两道题项的参数限制后可达到部分的纯量恒等,但仍不及严格恒等的要求;跨时测量恒等性的结果会影响配对样本t检验的结论。基于此,文章提出建议:为了提升实验的内在效度,较长时间的实验研究应纳入工具的跨时测量恒等性检验。 相似文献
10.
11.
Item response theory “dual” models (DMs) in which both items and individuals are viewed as sources of differential measurement error so far have been proposed only for unidimensional measures. This article proposes two multidimensional extensions of existing DMs: the M-DTCRM (dual Thurstonian continuous response model), intended for (approximately) continuous responses, and the M-DTGRM (dual Thurstonian graded response model), intended for ordered-categorical responses (including binary). A rationale for the extension to the multiple-content-dimensions case, which is based on the concept of the multidimensional location index, is first proposed and discussed. Then, the models are described using both the factor-analytic and the item response theory parameterizations. Procedures for (a) calibrating the items, (b) scoring individuals, (c) assessing model appropriateness, and (d) assessing measurement precision are finally discussed. The simulation results suggest that the proposal is quite feasible, and an illustrative example based on personality data is also provided. The proposals are submitted to be of particular interest for the case of multidimensional questionnaires in which the number of items per scale would not be enough for arriving at stable estimates if the existing unidimensional DMs were fitted on a separate-scale basis. 相似文献
12.
A national longitudinal database (NELS: 88-94, 1996) was used to examine the occupational aspiration patterns, vocational preparation, and work-related experiences of adolescents who were either work-bound or college-bound two years after their initial transition from high school to work or postsecondary education. Adolescents' career choice and behavior patterns were analyzed at two separate points. Grades 8 and 10 achievement profiles of work- and unemployment-bound youths were similar; both groups had significantly lower achievement scores than college-bound youths. Socioeconomic status (SES) had considerable influence on determining both occupational aspirations and postsecondary transition status. Two-thirds of all young adults who were work-bound or unemployed/out of the work force were in the lowest two SES groups. Adolescents in the highest SES were four times more likely to be college-bound. Educational aspiration was a more accurate predictor of postsecondary status than occupational aspiration. Work-bound youths did not engage in higher levels of school-based work preparation than college-bound peers. Occupational aspirations of college-bound youth were relatively stable over the two-year period (from Grade 8 to 10), while those of noncollege-bound youths were more volatile. The prestige levels of occupational aspirations, for all youth, were relatively established by early adolescence and did not change significantly over time. 相似文献
14.
Jiyun Kim 《Research in higher education》2012,53(2):123-151
This study explores the relationship between state financial aid policies and postsecondary enrollment for high school graduates
(or equivalent diploma holders). Utilizing an event history modeling for a nationally representative sample from the National
Education Longitudinal Study (NELS:88/2000) in addition to state-level policy variables, this study examined how state aid
policies differentially affect students’ postsecondary enrollment choices depending on their family income and race/ethnicity
between the years 1992 through 2000. The findings demonstrate that there is a clear and consistent gap in college enrollment
for students who are from different income and race/ethnic groups, and that changes in state financial aid policy are significantly
related with the type of institutions a student attends across income and racial groups. The study findings have important
implications for state aid policy as well as future research on the role of public financial aid policy in college choice
of students from different income and racial/ethnic backgrounds. 相似文献
15.
John J. McArdle Fumiaki Hamagami Janice Y. Chang Earl S. Hishinuma 《Structural equation modeling》2013,20(4):608-629
The scientific literature consistently supports a negative relationship between adolescent depression and educational achievement, but we are certainly less sure on the causal determinants for this robust association. In this article we present multivariate data from a longitudinal cohort-sequential study of high school students in Hawai‘i (following McArdle, 2008; McArdle, Johnson, Hishinuma, Miyamoto, & Andrade, 2001). We first describe the full set of data on academic achievements and self-reported depression. We then carry out and present a progression of analyses in an effort to determine the accuracy, size, and direction of the dynamic relationships among depression and academic achievement, including gender and ethnic group differences. We apply 3 recently available forms of longitudinal data analysis: (a) Dealing with incomplete data—We apply these methods to cohort-sequential data with relatively large blocks of data that are incomplete for a variety of reasons (Little & Rubin, 1987; McArdle & Hamagami, 1992). (b) Ordinal measurement models (Muthén & Muthén, 2006)—We use a variety of statistical and psychometric measurement models, including ordinal measurement models, to help clarify the strongest patterns of influence. (c) Dynamic structural equation models (DSEMs; McArdle, 2008). We found the DSEM approach taken here was viable for a large amount of data, the assumption of an invariant metric over time was reasonable for ordinal estimates, and there were very few group differences in dynamic systems. We conclude that our dynamic evidence suggests that depression affects academic achievement, and not the other way around. We further discuss the methodological implications of the study. 相似文献
16.
17.
《Structural equation modeling》2013,20(3):420-439
This article proposes procedures for assessing acquiescence in a balanced set of binary personality items. These procedures are based on the bidimensional item-factor analysis model, which is an alternative parameterization of the bidimensional 2-parameter normal-ogive item response theory model. First the rationale and general approach are described. Then methods for specifying and fitting the model and for estimating the individual factor scores, are discussed, as well as several validity criteria for supporting the suitability of the proposed solution. Finally, we illustrate the procedures using empirical data and discuss their usefulness for applied personality measurement. 相似文献
18.
Christopher D. Wilson Kevin C. Haudek Jonathan F. Osborne Zoë E. Buck Bracey Tina Cheuk Brian M. Donovan Molly A. M. Stuhlsatz Marisol M. Santiago Xiaoming Zhai 《科学教学研究杂志》2024,61(1):38-69
Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use. Performance tasks requiring argumentation must capture the many ways students can construct and evaluate arguments in science, yet such tasks are both expensive and resource-intensive to score. In this study we explore how machine learning text classification techniques can be applied to develop efficient, valid, and accurate constructed-response measures of students' competency with written scientific argumentation that are aligned with a validated argumentation learning progression. Data come from 933 middle school students in the San Francisco Bay Area and are based on three sets of argumentation items in three different science contexts. The findings demonstrate that we have been able to develop computer scoring models that can achieve substantial to almost perfect agreement between human-assigned and computer-predicted scores. Model performance was slightly weaker for harder items targeting higher levels of the learning progression, largely due to the linguistic complexity of these responses and the sparsity of higher-level responses in the training data set. Comparing the efficacy of different scoring approaches revealed that breaking down students' arguments into multiple components (e.g., the presence of an accurate claim or providing sufficient evidence), developing computer models for each component, and combining scores from these analytic components into a holistic score produced better results than holistic scoring approaches. However, this analytical approach was found to be differentially biased when scoring responses from English learners (EL) students as compared to responses from non-EL students on some items. Differences in the severity between human and computer scores for EL between these approaches are explored, and potential sources of bias in automated scoring are discussed. 相似文献
19.
《Structural equation modeling》2013,20(2):174-205
This research was designed to investigate how much more suitable moving average (MA) and autoregressive-moving average (ARMA) models are for longitudinal panel data in which measurement errors correlate than AR, quasi-simplex, and 1-factor models. The conclusions include (a) when testing for a stochastic process hypothesized to occur in a longitudinal data set, testing for other processes is necessary, because incorrect models often fit other processes well enough to be deceiving; (b) when measurement error correlations are flagged to be relatively high in panel data, the fit and propriety of an MA or ARMA model should be considered and compared to the fit and propriety of other models; (c) when an MA model is fit to AR data, measurement error correlations may nonetheless be deceptively high, though fortunately MA model fit indexes are almost always lower than those for an AR model; and (d) the assumption that longitudinal panel data always contain measurement error correlations is patently false. In summary, whenever evaluating longitudinal panel data, the fit, propriety, and parsimony of all 5 models should be considered jointly and compared before a particular model is endorsed as most suitable. 相似文献
20.
Nicholas A. Bowman 《Research in higher education》2013,54(8):874-894
Recent legal challenges to race-conscious college admissions processes have called into question what constitutes a sufficient level of diversity on college campuses. Previous research on the educational benefits of diversity has examined the linear relationship between diversity interactions and student outcomes, but multiple theoretical frameworks suggest that this relationship may be curvilinear. The present study investigated this possibility using a longitudinal sample of 8,615 first-year undergraduates at 49 colleges and universities. The results indicate that rare or moderate diversity interactions are associated with virtually no growth (and sometimes even slight declines) in leadership skills, psychological well-being, and intellectual engagement, whereas very frequent diversity interactions are associated with considerable growth. The results are similar regardless of students’ race, institutional characteristics, and whether the interactions are interracial or across multiple forms of difference. Implications for institutional practice and future research are discussed. 相似文献