Here we present technical reports of the process or results of our research. These reports were written to help colleagues understand and replicate findings.

2018

A Comparison of Alternative Models for Estimating School Performance in Mathematics and Reading/Language Arts in Four State Accountability Systems: Arizona Results. NCAASE.
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. Our purpose was not to evaluate or examine the accountability systems in use by these states, but to evaluate a broader range of models commonly used for estimating school performance that are applied in many states and frequently reported in the school effectiveness research literature. Schulte, A. C., Nese, J. F. T., Stevens, J. J., Yel, N., Tindal, G., Anderson, D. & Elliott, S. N.
Alternate Models for Estimating School Performance_Arizona

A Comparison of Alternative Models for Estimating School Performance in Mathematics and Reading/Language Arts in Four State Accountability Systems: Pennsylvania Results. NCAASE.
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. Our purpose was not to evaluate or examine the accountability systems in use by these states, but to evaluate a broader range of models commonly used for estimating school performance that are applied in many states and frequently reported in the school effectiveness research literature. Nese, J. F. T., Stevens, J. J., Schulte, A. C., Tindal, G., Yel, N., Anderson, D., Matta, T. & Elliott, S. N.
AAlternate Models for Estimating School Performance_Pennsylvania

2017

A Comparison of Alternative Models for Estimating School Performance in Mathematics and Reading/Language Arts in Four State Accountability Systems: Oregon Results. NCAASE.
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. Our purpose was not to evaluate or examine the accountability systems in use by these states, but to evaluate a broader range of models commonly used for estimating school performance that are applied in many states and frequently reported in the school effectiveness research literature. Stevens, J. J., Nese, J. F. T., Schulte, A. C., Tindal, G., Yel, N., Anderson, D., Matta, T. & Elliott, S. N.
Alternate Models for Estimating School Performance_Oregon

A Comparison of Alternative Models for Estimating School Performance in Mathematics and Reading/Language Arts in Four State Accountability Systems: North Carolina Results. NCAASE.
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. Our purpose was not to evaluate or examine the accountability systems in use by these states, but to evaluate a broader range of models commonly used for estimating school performance that are applied in many states and frequently reported in the school effectiveness research literature. Schulte, A. C., Nese, J. F. T., Stevens, J. J., Yel, N., Tindal, G., Anderson, D. & Elliott, S. N.
Alternate Models for Estimating School Performance_NCl Performance_North Carolina

2014

Examining Options for School-level Disaggregation of Achievement Outcomes for Students with Disabilities Under No Child Left Behind. NCAASE
One of No Child Left Behind’s main goals is to increase focus on the accountability of all students, including students with disabilities, by mandating the disaggregation of student scores by student subgroup. This study evaluated school-level outcomes for the students with disabilities subgroup under three policy variants: (a) including students in the disability subgroup for two years after they exit special education, (b) applying different minimum required subgroup sizes and confidence intervals when determining the percent of students reaching proficiency, and (c) substituting a performance index for percent proficient in Adequate Yearly Progress determinations. Multiple analyses were used to evaluate the effect of each policy on schools’ outcomes for the students with disabilities subgroup. Results of these analyses, as well as the practical ramifications of adopting these policies, are discussed. Murr, N. S. Options Achievement Outcomes for SWD Under NCLB

2013

Hierarchical Linear Modeling (HLM): An Introduction to Key Concepts Within Cross-Sectional and Growth Modeling Frameworks. Behavioral Research and Teaching, University of Oregon. Eugene, OR (Technical Report No. 1308). This manuscript provides an overview of hierarchical linear modeling (HLM), as part of a series of papers covering topics relevant to consumers of educational research. HLM is tremendously flexible, allowing researchers to specify relations across multiple “levels” of the educational system (e.g., students, classrooms, schools, etc.). Anderson, D. HLM_An Intro to Key Concepts

Analysis of Growth on State Tests for Students With Significant Cognitive Disabilities. Behavioral Research and Teaching, University of Oregon. Eugene, OR (Technical Report No. 1311). Alternate assessments based on alternate achievement standards are designed to measure the academic achievement of students with the most significant cognitive disabilities. Because this population has not previously been included in large-scale testing programs, these assessments present unique measurement challenges. In this report, we discuss four approaches to modeling the growth of students with significant cognitive disabilities. We apply several variations of transition matrix growth modeling for one state’s alternate assessments and discuss the measurement challenges and policy considerations related to our findings. Farley, D., Saven, J. L., Tindal, G. & Nese, J. F. T. Analysis of Growth on State Tests for Students w/Signiicant Cognitive Disabilities

Data Management Manual. NCAASE
Data management is critical, particularly in the context of multiple states (AZ, NC, OR, and PA), multiple types of state assessments (general and alternate), multiple years of test data (2004 – 2012), and multiple test vendors (Northwest Evaluation Association and Behavioral Research and Teaching – University of Oregon), and multiple researchers (four Principal Investigators and at least three associated faculty). The purpose of this document is to establish guidelines for such data management. Five broad issues are addressed that allow researchers to conduct analyses with clean data sets that accurately represent the variables and values needed to use specific analytic software.
Tindal, G., Nese, J. F. T., Stevens, J. J., Elliott, S. N. & Schulte, A. C. Data Management Manual

Opportunity-to-Learn: The Key Access and Validity Issue for All Academic Assessments. Abstract. Learning Sciences Institute, Arizona State University. Elliott, S. N. Opportunity to Learn_Abstract

National Research and Development Center on Assessment and Accountability for Special Education. NCAASE. This is a re-application for a National Research and Development Center on Assessment and Accountability for Special Education. With this R&D Center, our first goal is to conduct research that provides evidence about the natural developmental progress in achievement of students with disabilities. Our second goal is to examine the reliability and validity of alternative accountability models where student academic growth is used to describe and evaluate school effectiveness in serving students with disabilities. NCAASE Principal Investigators
National Research and Development Center on Assessment and Accountability for Special Education