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Further Research

Further Research.

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Further Research

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  1. Further Research • Baker, E., Goldschmidt, P., Martinez, F., & Swigert, S. (February, 2002). In search of school quality and accountability: Moving beyond the California Academic Performance Index (API) (Deliverable to OERI, Contract No. R305B6002). Los Angeles: University of California, National Center for Research on Evaluation, Standards and Student Testing (CRESST). • Choi, K., & Seltzer, M. (2003). Addressing questions concerning equality in longitudinal studies of school effectiveness and accountability: Modeling heterogeneity in relationships between initial status and rates of change. (CSE Technical Report No. 614). Los Angeles: University of California, National Center for Research on Evaluation, Standards and Student Testing (CRESST). • Goldschmidt, P., & Martinez, F. (2004). The relationship between school quality and the probability of passing standards-based high-stakes performance assessments. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. • Goldschmidt, P., & Martinez, F. (2004). Teachers’ dual roles: Providing opportunity to learn and judging the outcomes. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. • Goldschmidt, P., & Martinez, F. (2004). LAUSD Validation Studies. Examining the value added of performance assignments in terms of SAT-9 and High School Exit Exam Performance: A multilevel analysis incorporating the effects of school context. (CRESST Deliverable).Los Angeles: University of California, National Center for Research on Evaluation, Standards and Student Testing (CRESST).

  2. Further Research (Cont’d) • Linn, R., & Goldschmidt, P. (November, 2003).Does NCLB present disadvantages to certain types of schools: Comparing characteristics of status and growth among schools that did and did not meet AYP. Presentation at CRESST Advisory Board Meeting. • Martinez, F., & Goldschmidt, P. (2004). LAUSD Language Arts Performance Assignments: Generalizability studies of central ratings (CRESST Deliverable).Los Angeles: University of California, National Center for Research on Evaluation, Standards and Student Testing (CRESST). • Seltzer, M., Choi, K. & Thum, Y. M. (2003). Examining relationships between where students start and how rapidly they progress: Using new developments in growth modeling to gain insight into the distribution of achievement within schools. Education Evaluation and Policy Analysis, 25, 263-286. • Seltzer, M., Choi, K., & Thum, Y. (2002). Examining relationships between where students start and how rapidly they   progress: implications for constructing indicators that help illuminate the distribution of achievement within schools(CSE Technical Report No. 560). Los Angeles: University of California, National Center for Research on Evaluation, Standards and Student Testing (CRESST). • Seltzer, M., Choi, K., & Thum, Y. (2002). Latent variable modeling in the hierarchical modeling framework: Exploring initial status  treatment interactions in longitudinal studies of intervention. (CSE Technical Report No. 559). Los Angeles: University of California, National Center for Research on Evaluation, Standards and Student Testing (CRESST).

  3. Available at WWW.CRESST.org Effectiveness and Validity of Accommodations for English Language Learners in Large-Scale AssessmentsJamal Abedi, Mary Courtney, and Seth LeonCSE Report 608, 2003 Validity Issues for Accountability SystemsEva L. Baker, Robert L. LinnCSE Technical Report 585, 2002Assessing the Validity of the National Assessment of Educational Progress: Final Report of the NAEP Technical Review PanelRobert Linn, Daniel Koretz, and Eva BakerCSE Technical Report 416, 1996 Challenges in the No Child Left Behind Act for English Language LearnersJamal Abedi and Ron Dietel. Policy Brief 7 Requirements for Measuring Adequate Yearly ProgressRobert L. Linn. Policy Brief Standards for Educational Accountability SystemsEva L. Baker, Robert L. Linn, Joan L. Herman, and Daniel Koretz Standards-Based Accountability - Ten Suggestions Robert L. Linn. Policy Brief 1 Standards for Educational Accountability SystemsEva L. Baker, Robert L. Linn, Joan L. Herman, and Daniel Koretz.CRESST Line Winter 2002. Comparability: An Elusive Goal Eva L. Baker, Robert L. Linn, Joan L. Herman. CRESST Line Spring 2001.

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