Iowa Assessments

Mathematics Tests, Forms E, F, G

Cost

Technology, Human Resources, and Accommodations for Special Needs

Service and Support

Purpose and Other Implementation Information

Usage and Reporting

Initial Cost:

$14 per student*

*For online administration. For paper/pencil administration, depends on level of test and version (Complete/Core/Survey) of test selected.

 

Replacement Cost:

Depends on mode of administration, level of test, and version of test selected (Complete/Core/Survey). Reusable printed test booklets may be used as long as they are in usable shape; online license is for one year. Annual license renewal fee subject to change.

 

Included in Cost:

The Iowa Assessments can be administered on paper, requiring a scannable test booklet (Grades K–2) or a reusable test booklet and a scannable answer sheet (Grades 3–12). They can also be administered online. The cost varies by mode of administration, grade level/level of the test, scoring services desired, and version of the assessment (Complete/Core/Survey).

 

Machine-scorable Test Booklets are available in packages of 5 or 25, at an average cost per student between $9.15 – $12.27. Reusable Test Booklets are also available in packages of 5 or 25, at an average cost per student between $7.82 – $9.60. Answer Documents come in packages of 15, 50, or 100, and range in cost per student from $1.56 – $1.92.

 

When the Iowa Assessments are administered online, students must have access to an Internet-connected computer (Mac or PC). Teachers need Internet-connected computers to access DataManager, Houghton Mifflin Harcourt’s  web-based system for managing test administrations and accessing score reports and ancillary materials.

 

Training is not included in the per-student cost and can occur either in-person or online. Online training starts at $200.00. A more in-depth online training is $800.00, with onsite training starting at $2,950.00.

Technology Requirements:

  • Computer or tablet
  • Internet connection
  • Other technology*

*Headphones to facilitate administration. Educators can also use printers to print reports and the manuals, if they wish.

 

Training Requirements:

  • 1-4 hours of training

 

Qualified Administrators:

  • Professionals

 

Accommodations:

All measures were developed following Universal Design for Assessment guidelines to reduce the need for accommodations. A number of accommodations that are commonly used with students taking the Iowa Assessments are listed in the Directions for Administration. Braille (Grades 3–12) and Large-Print (Grades 1–8) editions are available; these forms require a paper-based administration.

 

Where to Obtain:

Website: https://www.hmhco.com/programs/iowa-assessments

Address: HMH, Attention Customer Experience Support-Assessments,

255 38th Avenue, Suite L, St. Charles, IL 60174

Phone number: 800.323.9540

Email: AssessmentsCS@hmhco.com


Access to Technical Support:

Help Desk via email and phone.

 

The Iowa Assessments are a comprehensive set of measures that assess student achievement in Kindergarten through Grade 12. The tests are designed to provide a thorough assessment of a student’s progress in skills and standards that are essential to successful learning. The tests provide a continuous standard score scale based on the performance of nationally representative groups of students. Available for web-based or paper-based administration, three forms are available for Grades K–8; two forms are available at the high school levels. The tests are written by researchers at The University of Iowa teach measurement courses, conduct research on both measurement theory and practice, develop tests, and administer a statewide testing program.

 

The Iowa Assessments Mathematics and Computation tests emphasize understanding, discovery, and quantitative thinking in mathematics. As a result, these tests provide educators, parents, and students with information that reflects each student’s abilities to meet challenging mathematics content standards. Starting at Level 7, there are two distinct tests: Mathematics and Computation.

 

This format enables each school system to tailor the selection of tests administered to the goals of its mathematics curriculum. In school systems that de-emphasize computation in the curriculum, the Mathematics test provides information to help evaluate performance and growth in mathematics. For school systems that include computational skills as part of their curriculum, the Mathematics and Computation tests in combination may provide a more complete profile of development within the mathematics program. When taken together, the scores of these two tests result in the Mathematics Total score.

Assessment Format:

  • Direct: Computerized
  • Performance measure (paper-based)

 

Administration Time:

  • Mathematics: 60 minutes per student/group
  • Computation: 20 minutes per student/group

 

Scoring Time:

When administered online, the tests are scored in the online system. Reports are available within 24 hours of the student completing the tests. When administered on paper, documents are scored at the HMH Scoring Center. Electronic reports are available within 10 business days of receipt of processable documents.

 

Scoring Method:

  • Calculated automatically*

*If tests are administered online.

 

Scores Generated:

  • Raw score
  • Standard score
  • Percentile score
  • Grade equivalents
  • Stanines
  • Normal curve equivalents
  • Equated
  • Composite scores
  • Subscale/subtest scores
  • Predicted scores

 

Classification Accuracy

Grade123456789101112
Criterion 1 FalldashdashHalf-filled bubbleHalf-filled bubbleHalf-filled bubbleHalf-filled bubbleFull bubbleFull bubbleHalf-filled bubbleFull bubbleFull bubbleFull bubble
Criterion 1 WinterdashdashHalf-filled bubbleHalf-filled bubbleHalf-filled bubbleHalf-filled bubbleFull bubbleFull bubbleFull bubbleFull bubbleFull bubbleFull bubble
Criterion 1 SpringHalf-filled bubbleFull bubbleFull bubbleFull bubbleFull bubbleHalf-filled bubbleFull bubbleFull bubbleFull bubbleFull bubbleFull bubbleFull bubble
Criterion 2 FalldashdashdashdashdashHalf-filled bubbleHalf-filled bubbleHalf-filled bubbledashdashdashdash
Criterion 2 WinterdashdashdashdashdashHalf-filled bubbleHalf-filled bubbledashdashdashdashdash
Criterion 2 SpringdashdashdashdashdashFull bubbleFull bubbleFull bubbledashdashdashdash

Primary Sample

 

Criterion 1, Fall

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

Not Provided

Georgia Milestone

Georgia Milestone

Georgia Milestone

ACT

ACT

ACT

ACT

ACT

ACT

ACT

Cut points: Percentile rank on criterion measure

Not Provided

Not Provided

15th PR

15th PR

15th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate children requiring intensive intervention

Not Provided

Not Provided

0.15

0.15

0.15

0.20

0.20

0.20

0.20

0.20

0.20

0.20

False Positive Rate

Not Provided

Not Provided

0.42

0.36

0.31

0.25

0.17

0.15

0.11

0.16

0.12

0.14

False Negative Rate

Not Provided

Not Provided

0.10

0.09

0.09

0.14

0.23

0.26

0.36

0.25

0.28

0.26

Sensitivity

Not Provided

Not Provided

0.26

0.36

0.43

0.86

0.77

0.74

0.64

0.75

0.72

0.74

Specificity

Not Provided

Not Provided

0.97

0.97

0.97

0.75

0.83

0.85

0.89

0.84

0.88

0.86

Positive Predictive Power

Not Provided

Not Provided

0.58

0.64

0.69

0.35

0.42

0.41

0.44

0.38

0.45

0.46

Negative Predictive Power

Not Provided

Not Provided

0.90

0.91

0.91

0.97

0.96

0.96

0.95

0.96

0.96

0.96

Overall Classification Rate

Not Provided

Not Provided

0.88

0.89

0.90

0.76

0.82

0.84

0.86

0.83

0.86

0.85

Area Under the Curve (AUC)

Not Provided

Not Provided

0.87

0.91

0.89

0.88

0.89

0.89

0.88

0.89

0.89

0.89

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

Not Provided

0.85

0.89

0.87

0.87

0.88

0.88

0.87

0.88

0.88

0.88

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

Not Provided

0.90

0.93

0.92

0.89

0.90

0.90

0.89

0.90

0.90

0.90

 

Criterion 1, Winter

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

Not Provided

Texas STAAR

Texas STAAR

Texas STAAR

ACT

ACT

ACT

ACT

ACT

ACT

ACT

Cut points (Iowa)

Not Provided

Not Provided

15th PR

15th PR

15th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

Base rate children requiring intensive intervention

Not Provided

Not Provided

0.15

0.15

0.15

0.20

0.20

0.20

0.20

0.20

0.20

0.20

False Positive Rate

Not Provided

Not Provided

0.48

0.51

0.44

0.21

0.17

0.12

0.12

0.17

0.11

0.14

False Negative Rate

Not Provided

Not Provided

0.11

0.09

0.09

0.20

0.22

0.29

0.29

0.19

0.29

0.28

Sensitivity

Not Provided

Not Provided

0.24

0.33

0.25

0.80

0.78

0.71

0.71

0.81

0.71

0.72

Specificity

Not Provided

Not Provided

0.97

0.95

0.98

0.79

0.83

0.88

0.88

0.83

0.89

0.86

Positive Predictive Power

Not Provided

Not Provided

0.52

0.49

0.56

0.36

0.43

0.5

0.49

0.48

0.54

0.52

Negative Predictive Power

Not Provided

Not Provided

0.89

0.91

0.91

0.96

0.96

0.95

0.95

0.96

0.94

0.94

Overall Classification Rate

Not Provided

Not Provided

0.87

0.88

0.90

0.79

0.82

0.86

0.85

0.83

0.86

0.84

Area Under the Curve (AUC)

Not Provided

Not Provided

0.87

0.88

0.89

0.88

0.89

0.90

0.89

0.90

0.90

0.89

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

Not Provided

0.86

0.87

0.88

0.87

0.88

0.89

0.88

0.89

0.89

0.88

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

Not Provided

0.88

0.89

0.90

0.90

0.90

0.91

0.90

0.91

0.91

0.90

 

Criterion 1, Spring

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

Not Provided

FAST

FAST

FAST

FAST

FAST

ACT

ACT

ACT

ACT

ACT

Cut points: Percentile rank on criterion measure

Not Provided

Not Provided

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate children requiring intensive intervention

Not Provided

Not Provided

0.20

0.20

0.20

0.20

0.20

0.20

0.20

0.20

0.20

0.20

False Positive Rate

Not Provided

Not Provided

0.14

0.18

0.14

0.08

0.10

0.22

0.16

0.13

0.12

0.19

False Negative Rate

Not Provided

Not Provided

0.31

0.20

0.11

0.3

0.27

0.18

0.2

0.26

0.30

0.21

Sensitivity

Not Provided

Not Provided

0.69

0.8

0.89

0.7

0.73

0.82

0.8

0.74

0.70

0.79

Specificity

Not Provided

Not Provided

0.86

0.82

0.86

0.92

0.90

0.78

0.84

0.87

0.88

0.81

Positive Predictive Power

Not Provided

Not Provided

0.52

0.38

0.54

0.68

0.61

0.37

0.46

0.53

0.58

0.49

Negative Predictive Power

Not Provided

Not Provided

0.92

0.97

0.98

0.93

0.94

0.96

0.96

0.94

0.93

0.94

Overall Classification Rate

Not Provided

Not Provided

0.83

0.82

0.86

0.88

0.88

0.78

0.83

0.85

0.85

0.81

Area Under the Curve (AUC)

Not Provided

Not Provided

0.86

0.89

0.93

0.92

0.92

0.88

0.90

0.90

0.90

0.88

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

Not Provided

0.83

0.87

0.92

0.90

0.90

0.86

0.89

0.89

0.88

0.87

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

Not Provided

0.89

0.92

0.95

0.94

0.94

0.89

0.92

0.92

0.91

0.90

 

Criterion 2, Fall

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Georgia Milestone

Georgia Milestone

Georgia Milestone

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Percentile rank on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

15th PR

15th PR

15th PR

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate children requiring intensive intervention

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.15

0.15

0.15

Not Provided

Not Provided

Not Provided

Not Provided

False Positive Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.42

0.45

0.40

Not Provided

Not Provided

Not Provided

Not Provided

False Negative Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.09

0.10

0.10

Not Provided

Not Provided

Not Provided

Not Provided

Sensitivity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.37

0.43

0.39

Not Provided

Not Provided

Not Provided

Not Provided

Specificity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.96

0.94

0.95

Not Provided

Not Provided

Not Provided

Not Provided

Positive Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.58

0.55

0.60

Not Provided

Not Provided

Not Provided

Not Provided

Negative Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.91

0.90

0.90

Not Provided

Not Provided

Not Provided

Not Provided

Overall Classification Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.88

0.86

0.87

Not Provided

Not Provided

Not Provided

Not Provided

Area Under the Curve (AUC)

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.88

0.87

0.89

Not Provided

Not Provided

Not Provided

Not Provided

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.85

0.85

0.86

Not Provided

Not Provided

Not Provided

Not Provided

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.90

0.90

0.91

Not Provided

Not Provided

Not Provided

Not Provided

 

Criterion 2, Winter

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Texas STAAR

Texas STAAR

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Percentile rank on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

15th PR

15th PR

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate children requiring intensive intervention

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.15

0.15

Not Provided

Not Provided

Not Provided

Not Provided

False Positive Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.64

0.71

Not Provided

Not Provided

Not Provided

Not Provided

False Negative Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.09

0.07

Not Provided

Not Provided

Not Provided

Not Provided

Sensitivity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.22

0.21

Not Provided

Not Provided

Not Provided

Not Provided

Specificity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.95

0.96

Not Provided

Not Provided

Not Provided

Not Provided

Positive Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.36

0.29

Not Provided

Not Provided

Not Provided

Not Provided

Negative Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.91

0.93

Not Provided

Not Provided

Not Provided

Not Provided

Overall Classification Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.88

0.90

Not Provided

Not Provided

Not Provided

Not Provided

Area Under the Curve (AUC)

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.84

0.85

Not Provided

Not Provided

Not Provided

Not Provided

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.83

0.83

Not Provided

Not Provided

Not Provided

Not Provided

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.86

0.86

Not Provided

Not Provided

Not Provided

Not Provided

 

Criterion 2, Spring

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

FAST

FAST

FAST

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Percentile rank on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

20th PR

20th PR

20th PR

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate children requiring intensive intervention

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.20

0.20

0.20

Not Provided

Not Provided

Not Provided

Not Provided

False Positive Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.10

0.11

0.08

Not Provided

Not Provided

Not Provided

Not Provided

False Negative Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.30

0.25

0.27

Not Provided

Not Provided

Not Provided

Not Provided

Sensitivity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.70

0.75

0.73

Not Provided

Not Provided

Not Provided

Not Provided

Specificity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.90

0.89

0.92

Not Provided

Not Provided

Not Provided

Not Provided

Positive Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.61

0.56

0.66

Not Provided

Not Provided

Not Provided

Not Provided

Negative Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.93

0.95

0.94

Not Provided

Not Provided

Not Provided

Not Provided

Overall Classification Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.87

0.86

0.88

Not Provided

Not Provided

Not Provided

Not Provided

Area Under the Curve (AUC)

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.91

0.91

0.93

Not Provided

Not Provided

Not Provided

Not Provided

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.89

0.89

0.91

Not Provided

Not Provided

Not Provided

Not Provided

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.93

0.93

0.94

Not Provided

Not Provided

Not Provided

Not Provided

 

Additional Classification Accuracy

The following are provided for context and did not factor into the Classification Accuracy ratings.

 

Cross-Validation Sample

 

Criterion 1, Fall

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

ACT

ACT

ACT

ACT

ACT

ACT

ACT

Cut points: Percentile rank on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate children requiring intensive intervention

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.20

0.20

0.20

0.20

0.20

0.20

0.20

False Positive Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.18

0.12

0.13

0.10

0.15

0.14

0.15

False Negative Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.27

0.33

0.31

0.4

0.3

0.28

0.27

Sensitivity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.73

0.67

0.69

0.6

0.7

0.72

0.73

Specificity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.82

0.88

0.87

0.9

0.85

0.86

0.85

Positive Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.39

0.46

0.44

0.48

0.41

0.45

0.44

Negative Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.95

0.94

0.95

0.94

0.95

0.95

0.95

Overall Classification Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.81

0.85

0.85

0.86

0.83

0.84

0.83

Area Under the Curve (AUC)

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.86

0.87

0.88

0.87

0.85

0.87

0.86

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.85

0.86

0.86

0.86

0.83

0.86

0.85

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.87

0.88

0.89

0.88

0.86

0.88

0.87

 

Criterion 1, Winter

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

ACT

ACT

ACT

ACT

ACT

ACT

ACT

Cut points: Percentile rank on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate children requiring intensive intervention

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.20

0.20

0.20

0.20

0.20

0.20

0.20

False Positive Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.15

0.12

0.11

0.13

0.17

0.12

0.13

False Negative Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.33

0.35

0.35

0.36

0.27

0.34

0.33

Sensitivity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.67

0.65

0.65

0.64

0.73

0.66

0.67

Specificity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.85

0.88

0.89

0.87

0.83

0.88

0.87

Positive Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.46

0.50

0.51

0.51

0.47

0.54

0.56

Negative Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.93

0.93

0.93

0.92

0.94

0.93

0.92

Overall Classification Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.82

0.84

0.85

0.83

0.81

0.85

0.84

Area Under the Curve (AUC)

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.85

0.86

0.87

0.86

0.86

0.88

0.85

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.83

0.85

0.86

0.84

0.84

0.86

0.83

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.86

0.87

0.88

0.87

0.87

0.89

0.86

 

Criterion 1, Spring

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

FAST

FAST

FAST

FAST

ACT

ACT

ACT

ACT

ACT

ACT

ACT

Cut points: Percentile rank on criterion measure

Not Provided

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

20th PR

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate children requiring intensive intervention

Not Provided

0.20

0.20

0.20

0.20

0.20

0.20

0.20

0.20

0.20

0.20

0.20

False Positive Rate

Not Provided

0.10

0.10

0.06

0.07

0.20

0.16

0.15

0.14

0.18

0.12

0.13

False Negative Rate

Not Provided

0.21

0.17

0.37

0.36

0.23

0.22

0.22

0.24

0.17

0.31

0.29

Sensitivity

Not Provided

0.79

0.83

0.63

0.64

0.77

0.78

0.78

0.76

0.83

0.69

0.71

Specificity

Not Provided

0.90

0.90

0.94

0.93

0.80

0.84

0.85

0.86

0.82

0.88

0.87

Positive Predictive Power

Not Provided

0.62

0.62

0.70

0.68

0.60

0.64

0.68

0.70

0.59

0.56

0.57

Negative Predictive Power

Not Provided

0.95

0.96

0.91

0.92

0.90

0.91

0.91

0.89

0.94

0.93

0.93

Overall Classification Rate

Not Provided

0.88

0.89

0.88

0.88

0.80

0.82

0.83

0.83

0.82

0.84

0.84

Area Under the Curve (AUC)

Not Provided

0.92

0.94

0.92

0.91

0.87

0.89

0.91

0.89

0.90

0.89

0.87

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

0.90

0.92

0.90

0.90

0.86

0.88

0.90

0.88

0.89

0.88

0.86

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

0.94

0.95

0.94

0.93

0.89

0.90

0.92

0.90

0.91

0.90

0.89

 

Criterion 2, Spring

Grade

1

2

3

4

5

6

7

8

9

10

11

12

Criterion

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

FAST

FAST

FAST

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Percentile rank on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

20th PR

20th PR

20th PR

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate children requiring intensive intervention

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.20

0.20

0.20

Not Provided

Not Provided

Not Provided

Not Provided

False Positive Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.08

0.11

0.12

Not Provided

Not Provided

Not Provided

Not Provided

False Negative Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.35

0.30

0.35

Not Provided

Not Provided

Not Provided

Not Provided

Sensitivity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.65

0.70

0.65

Not Provided

Not Provided

Not Provided

Not Provided

Specificity

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.92

0.89

0.88

Not Provided

Not Provided

Not Provided

Not Provided

Positive Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.53

0.52

0.57

Not Provided

Not Provided

Not Provided

Not Provided

Negative Predictive Power

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.95

0.95

0.91

Not Provided

Not Provided

Not Provided

Not Provided

Overall Classification Rate

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.89

0.87

0.84

Not Provided

Not Provided

Not Provided

Not Provided

Area Under the Curve (AUC)

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.91

0.91

0.89

Not Provided

Not Provided

Not Provided

Not Provided

AUC Estimate’s 95% Confidence Interval: Lower Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.89

0.89

0.87

Not Provided

Not Provided

Not Provided

Not Provided

AUC Estimate’s 95% Confidence Interval: Upper Bound

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

0.94

0.93

0.91

Not Provided

Not Provided

Not Provided

Not Provided

 

Reliability

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  1. Justification for each type of reliability reported, given the type and purpose of the tool: Internal Consistency: The internal consistency reliability coefficient estimates the proportion of variability within a single administration of a test that is due to inconsistency among the items that comprise the test.

Test-retest Reliability: The Iowa Assessments are often used as an interim assessment, and students can take the assessment multiple times a year. Therefore, the test-retest reliability estimate is appropriate to provide stability estimates for the same students.

 

  1. Description of the sample(s), including size and characteristics, for each reliability analysis conducted: Investigation of sources of variation that might affect scores on large-scale assessments was provided in two studies of reliability based on test administrations from multiple occasions. The first used data from a national probability that was weighted to match the characteristics of the national student population. The second used data from comparability study comparing paper and pencil administrations to computer based administrations. Table 2.1 presents the n-counts for the sample from the national probability sample. Tables 2.1.A presents the percentages of students by school type. Tables 2.1.B and C present the percentages of the geographical region for public and private schools, respectively. Table 2.1.D presents the percentages of the racial-ethnic representation. Note that tables 2.1A to D include Grades K to 12.

Table 2.1: National Probability Sample

Grade

N

1

56,094

2

69,228

3

42,120

4

48,724

5

54,985

6

48,823

7

47,080

8

40,052

9

47,167

10

51,256

11

42,467

12

28,822

Table 2.1.A: Percentage of Students by Type of School, Grades 1–12 National Probability Sample

Type of School

Percentage in Unweighted Sample

Percentage in Weighted Sample

Percentage in Population*

Public Schools

88.5

92.4

91.7

Catholic Schools

9.6

3.8

3.9

Private (Non- Catholic) Schools

1.9

3.8

4.4

Total

100.0

100.0

100.0

Table 2.1.B: Percentage of Public School Students by Geographic Region, Grades 1–12 National Probability Sample

Geographic Region

Percentage in Unweighted Sample

Percentage in Weighted Sample

Percentage in Population*

Northeast

3.4

13.7

16.0

Midwest

14.5

21.0

21.7

South

50.5

38.3

37.7

West

31.6

27.0

24.7

Table 2.1.C: Percentage of Private (Non-Catholic) School Students by Geographic Region, Grades 1–12 National Probability Sample

Geographic Region

Percentage in Unweighted Sample

Percentage in Weighted Sample

Percentage in Population*

Northeast

3.2

14.6

20.0

Midwest

80.1

40.9

16.9

South

16.8

44.5

41.3

West

0.0

0.0

21.8

Table 2.1.D: Grades 1–12 Racial-Ethnic Representation National Probability Sample

Ethnicity

Percentage in Weighted Sample

Percentage in Population

Hispanic or Latino

22.1

21.8

Not Hispanic or Latino

77.9

78.2

Race

 

 

American Indian or Alaska Native

1.7

0.9

Asian

2.8

4.3

Black or African American

14.2

14.1

Native Hawaiian or other Pacific Islander

0.5

0.2

White

55.2

56.1

Two or more races

3.6

2.7

 

 

  1. Description of the analysis procedures for each reported type of reliability: For internal consistency, K-R 20 reliability coefficients were calculated from the item-response records in the standardization sample. This national sample was weighted to be reflective of the national student population. The 95% confidence interval for the reliability estimate was computed using Feldt’s (1965) approximations for a sample size of 500.

Test-retest reliability estimates were calculated for a subsample of the national probability sample used in the standardization. Specifically, several hundred students in each grade were tested in the fall and then retested in the spring using the same from. Reliability estimates were calculated by correlating scores from the two administrations.

Although not summarized here, the Research and Development Guide for the Iowa Assessments includes several other types of reliability information, including split-half reliability, alternate forms reliability, and CSEMS. Another study examined the comparability of paper-based and computer-based administrations of the Iowa Assessments. In this study, the same students took both administration modes. The order of testing modes was counterbalanced, and an interval of between one and two weeks separated the two administrations. Correlations between scores in different modes can be interpreted as estimates of test-retest reliability. While the mode of administration does represent an additional source of variation in these scores, high correlations constitute evidence that the combined effects of temporal changes in examinees and administrative conditions are small.

 

  1. Reliability of performance level score (e.g., model-based, internal consistency, inter-rater reliability).

Type of Reliability

Age or Grade

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

Internal Consistency

K

500

0.80

0.78

0.83

Internal Consistency

1

500

0.84

0.82

0.86

Internal Consistency

2

500

0.84

0.81

0.86

Internal Consistency

3

500

0.86

0.84

0.88

Internal Consistency

4

500

0.88

0.86

0.89

Internal Consistency

5

500

0.89

0.87

0.90

Internal Consistency

6

500

0.91

0.89

0.92

Internal Consistency

7

500

0.93

0.92

0.94

Internal Consistency

8

500

0.93

0.93

0.94

Internal Consistency

9

500

0.88

0.87

0.90

Internal Consistency

10

500

0.88

0.87

0.90

Internal Consistency

11

500

0.90

0.88

0.91

Internal Consistency

12

500

0.91

0.90

0.92

Test-Retest (Fall/Spring)

1

476

0.68

0.63

0.72

Test-Retest (Fall/Spring)

2

497

0.76

0.73

0.80

Test-Retest (Fall/Spring)

3

180

0.79

0.73

0.84

Test-Retest (Fall/Spring)

4

276

0.83

0.79

0.87

Test-Retest (Fall/Spring)

5

249

0.78

0.72

0.82

Test-Retest (Fall/Spring)

6

350

0.84

0.80

0.87

Test-Retest (Fall/Spring)

7

303

0.81

0.77

0.85

Test-Retest (Fall/Spring)

8

293

0.78

0.73

0.82

SEM (Raw Score)

K

500

2.57

Not Provided

Not Provided

SEM (Raw Score)

1

500

3.20

Not Provided

Not Provided

SEM (Raw Score)

2

500

2.43

Not Provided

Not Provided

SEM (Raw Score)

3

500

3.09

Not Provided

Not Provided

SEM (Raw Score)

4

500

3.25

Not Provided

Not Provided

SEM (Raw Score)

5

500

3.38

Not Provided

Not Provided

SEM (Raw Score)

6

500

3.53

Not Provided

Not Provided

SEM (Raw Score)

7

500

3.62

Not Provided

Not Provided

SEM (Raw Score)

8

500

3.67

Not Provided

Not Provided

SEM (Raw Score)

9

500

2.71

Not Provided

Not Provided

SEM (Raw Score)

10

500

2.73

Not Provided

Not Provided

SEM (Raw Score)

11

500

2.72

Not Provided

Not Provided

SEM (Raw Score)

12

500

2.73

Not Provided

Not Provided

 

Disaggregated Reliability

The following disaggregated reliability data are provided for context and did not factor into the Reliability rating.

Type of Reliability

Subgroup

Age or Grade

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

SEM (Scale score)

Male

1

 

5.80

 

 

SEM (Scale score)

Female

1

 

6.20

 

 

SEM (Scale score)

Male

2

 

6.70

 

 

SEM (Scale score)

Female

2

 

6.80

 

 

SEM (Scale score)

Male

3

 

7.60

 

 

SEM (Scale score)

Female

3

 

8.10

 

 

SEM (Scale score)

Male

4

 

9.00

 

 

SEM (Scale score)

Female

4

 

9.60

 

 

SEM (Scale score)

Male

5

 

9.40

 

 

SEM (Scale score)

Female

5

 

10.20

 

 

SEM (Scale score)

Male

6

 

11.00

 

 

SEM (Scale score)

Female

6

 

12.00

 

 

SEM (Scale score)

Male

7

 

12.60

 

 

SEM (Scale score)

Female

7

 

13.60

 

 

SEM (Scale score)

Male

8

 

13.50

 

 

SEM (Scale score)

Female

8

 

14.70

 

 

SEM (Scale score)

White

1

 

5.70

 

 

SEM (Scale score)

Black

1

 

5.70

 

 

SEM (Scale score)

Hispanic

1

 

5.70

 

 

SEM (Scale score)

White

2

 

6.85

 

 

SEM (Scale score)

Black

2

 

6.90

 

 

SEM (Scale score)

Hispanic

2

 

7.20

 

 

SEM (Scale score)

White

3

 

7.10

 

 

SEM (Scale score)

Black

3

 

7.20

 

 

SEM (Scale score)

Hispanic

3

 

7.60

 

 

SEM (Scale score)

White

4

 

8.70

 

 

SEM (Scale score)

Black

4

 

8.00

 

 

SEM (Scale score)

Hispanic

4

 

8.60

 

 

SEM (Scale score)

White

5

 

9.75

 

 

SEM (Scale score)

Black

5

 

8.70

 

 

SEM (Scale score)

Hispanic

5

 

9.30

 

 

SEM (Scale score)

White

6

 

11.55

 

 

SEM (Scale score)

Black

6

 

11.10

 

 

SEM (Scale score)

Hispanic

6

 

10.60

 

 

SEM (Scale score)

White

7

 

13.10

 

 

SEM (Scale score)

Black

7

 

11.60

 

 

SEM (Scale score)

Hispanic

7

 

12.60

 

 

SEM (Scale score)

White

8

 

14.15

 

 

SEM (Scale score)

Black

8

 

13.10

 

 

SEM (Scale score)

Hispanic

8

 

13.20

 

 

 

Validity

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  1. Description of each criterion measure used and explanation as to why each measure is appropriate, given the type and purpose of the tool: All analyses presented here utilized a criterion that was external to the assessment system. In Grades 1–5, one criterion was the grade-specific FAST aMath score. The FAST aMath assessment is a computer-adaptive broad measure of math achievement for Grades K–8. aMath is designed for universal screening to identify students at risk for academic delay. It was also designed to predict performance on state accountability measures. Like the Iowa Assessments, FAST is designed to identify student’s strengths and weakness, monitor student growth in math, and inform student instruction.

Scores on the ACT served as a criterion in Grades 6–12. The ACT is generally taken during Grades 11–12 and it is commonly used by school districts to gauge their students’ level of college and career readiness as well as by postsecondary institutions for admissions and placement decisions. The ACT test is designed to measure knowledge and skills in four core academic content areas: English, mathematics, reading, and science. The Math test requires students apply what they have learned and quantitative reasoning. It includes items with a focus on algebra, number and quantity, statistics and probability, functions, and geometry. Because the Iowa Assessments measure grade appropriate skills in mathematics, the similarities between the Iowa Assessments and the ACT increase over grades.

Validity coefficients with Georgia Milestones and Texas STAAR are also presented. Iowa Assessments scores are often used to predict performance on other state assessments at the end of the school year.

 

  1. Description of the sample(s), including size and characteristics, for each validity analysis conducted: The FAST samples come from one of Iowa’s most diverse and largest districts. This district includes the city of Davenport and portions of neighboring cities. It represents the full range of student achievement. Sample sizes and characteristics of each grade are presented in the supporting tables in Section 1 (Classification Accuracy) and Section 4 (Cross-Validation).

The ACT samples comprise the same students presented in the supporting tables in Sections 1 (Classification Accuracy) and 4 (Cross-Validation). Sample sizes and student characteristics are presented in each section. This sample represents potential college-bound students and demonstrates how, even in middle school, the development of student achievement is strongly related to students’ later readiness for college.

The Georgia Milestones samples come from Newton County Schools, and the sample sizes are between 1112 to 1357 across Grades 3 to 8. The Texas STAAR samples come from Houston Independent School District, and the sample sizes between 4786 to 6177 across Grades 3 to 8.

 

  1. Description of the analysis procedures for each reported type of validity: For evidence of concurrent and predictive validity, correlations between scores on the Iowa Assessments and the FAST or ACT were examined and the 95% confidence interval was computed for each sample. Concurrent evidence comes from when the Iowa Assessments and the criterion were administered in the same grade. When there was a year or more between administrations, the type of evidence was listed as Predictive.

Concurrent validity coefficients between the Iowa Assessments and Georgia Milestones are from the Iowa Assessments and Georgia Milestones Assessment System (the Milestones) prediction study, where the prediction equations are developed. Results from the Iowa Assessments administration in Fall 2017 and the Milestones administration in Spring 2018 are used in this study.

Concurrent validity coefficients between the Iowa Assessments and Texas STAAR are from the Iowa Assessments and Texas STAAR prediction study, where the prediction equations are developed. Results from the Iowa Assessments administration in January 2017 for Grades 3 through 7 and the STAAR assessment in March and May 2017 were used in this study.

 

  1. Validity for the performance level score (e.g., concurrent, predictive, evidence based on response processes, evidence based on internal structure, evidence based on relations to other variables, and/or evidence based on consequences of testing), and the criterion measures.

Type of Validity

Age or Grade

Test or Criterion

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

Concurrent

1

FAST

931

0.68

0.65

0.72

Concurrent

2

FAST

994

0.73

0.70

0.76

Concurrent

3

FAST

1089

0.75

0.72

0.78

Concurrent

4

FAST

1147

0.80

0.78

0.82

Concurrent

5

FAST

1106

0.78

0.75

0.80

Concurrent

6

FAST

1065

0.77

0.74

0.79

Concurrent

7

FAST

991

0.73

0.70

0.76

Concurrent

8

FAST

1048

0.73

0.70

0.76

Predictive

6

ACT

15101

0.71

0.70

0.72

Predictive

7

ACT

15906

0.75

0.74

0.75

Predictive

8

ACT

16210

0.75

0.75

0.76

Predictive

9

ACT

16310

0.74

0.73

0.75

Predictive

10

ACT

14584

0.75

0.74

0.76

Concurrent

11

ACT

16270

0.75

0.75

0.76

Concurrent

12

ACT

10490

0.75

0.74

0.76

Concurrent

2

FAST

1066

0.78

0.75

0.80

Concurrent

3

FAST

1147

0.85

0.83

0.87

Concurrent

4

FAST

1147

0.85

0.83

0.87

Concurrent

5

FAST

1101

0.88

0.86

0.89

Concurrent

6

FAST

1070

0.85

0.83

0.87

Concurrent

7

FAST

1043

0.84

0.82

0.86

Concurrent

8

FAST

1004

0.84

0.82

0.86

Predictive

6

ACT

17504

0.66

0.65

0.67

Predictive

7

ACT

17963

0.70

0.69

0.7

Predictive

8

ACT

18273

0.71

0.70

0.72

Predictive

9

ACT

17387

0.71

0.70

0.72

Predictive

10

ACT

16112

0.7

0.69

0.70

Concurrent

11

ACT

19269

0.69

0.68

0.70

Concurrent

12

ACT

11121

0.68

0.67

0.69

Concurrent

3

Georgia Milestone

1288

0.76

0.73

0.78

Concurrent

4

Georgia Milestone

1318

0.80

0.78

0.82

Concurrent

5

Georgia Milestone

1334

0.80

0.78

0.82

Concurrent

6

Georgia Milestone

1357

0.82

0.80

0.83

Concurrent

7

Georgia Milestone

1312

0.82

0.81

0.84

Concurrent

8

Georgia Milestone

1112

0.78

0.75

0.80

Concurrent

3

Texas STAAR

6149

0.75

0.74

0.76

Concurrent

4

Texas STAAR

6177

0.76

0.74

0.77

Concurrent

5

Texas STAAR

6045

0.74

0.73

0.76

Concurrent

6

Texas STAAR

5462

0.79

0.78

0.80

Concurrent

7

Texas STAAR

4786

0.76

0.74

0.77

 

  1. Results for other forms of validity (e.g. factor analysis) not conducive to the table format: Not Provided

 

  1. Describe the degree to which the provided data support the validity of the tool: The evidence presented above strongly supports the use of the Iowa Assessments as an intervention tool. For example, even though FAST has an adaptive platform while the Iowa Assessments used in this study are paper-based, correlation coefficients with the FAST were high (.68–.80). With the ACT, all correlation coefficients were higher than .70. Only in Grades 6, 11, and 12 did the correlation fall below .70. This is not surprising, for instance, given that the Grade 6 assessment was administered about 5 years before students took the ACT. What is remarkable is the strong and consistent relationship observer between scores on the Iowa Assessments and the ACT. The correlation coefficients between the Iowa Assessments and Georgia Milestones, and between the Iowa Assessments and Texas STAAR were generally between .76 to .82 across Grades 3 to 8. These evidences support high or appropriate level of concurrent and predictive validity of the Iowa Assessments.

 

 

Disaggregated Validity

The following disaggregated validity data are provided for context and did not factor into the Validity rating.

Type of Validity

Subgroup

Age or Grade

Test or Criterion

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

None

 

 

 

 

 

 

 

 

Results for other forms of disaggregated validity (e.g. factor analysis) not conducive to the table format: Not Provided  

 

Sample Representativeness

Grade123456789101112
Data
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Local with Cross-Validation
  • Primary Classification Accuracy Sample

    Criterion 1, Fall

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    Not Provided

    Not Provided

    Georgia Milestone

    Georgia Milestone

    Georgia Milestone

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    National/Local Representation

    Not Provided

    Not Provided

    Georgia Newton

    Georgia Newton

    Georgia Newton

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Date

    Not Provided

    Not Provided

    Fall 2017

    Fall 2017

    Fall 2017

    Fall ‘02

    Fall ‘03

    Fall ‘04

    Fall ‘05

    Fall ‘06

    Fall ‘07

    Fall ‘08

    Sample Size

    Not Provided

    Not Provided

    1288

    1318

    1334

    8276

    8174

    7430

    9715

    8143

    9962

    5917

    Male

    Not Provided

    Not Provided

    52%

    53%

    52%

    45%

    46%

    46%

    46%

    46%

    46%

    46%

    Female

    Not Provided

    Not Provided

    49%

    47%

    49%

    55%

    54%

    54%

    54%

    54%

    54%

    54%

    Gender Unknown

    Not Provided

    Not Provided

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    Free or Reduced-price Lunch Eligible

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    13%

    13%

    12%

    11%

    10%

    11%

    12%

    White, Non-Hispanic

    Not Provided

    Not Provided

    32%

    33%

    31%

    90%

    92%

    93%

    94%

    95%

    93%

    92%

    Black, Non-Hispanic

    Not Provided

    Not Provided

    52%

    52%

    54%

    3%

    3%

    2%

    1%

    2%

    2%

    2%

    Hispanic

    Not Provided

    Not Provided

    11%

    10%

    10%

    2%

    2%

    2%

    2%

    1%

    2%

    3%

    American Indian/Alaska Native

    Not Provided

    Not Provided

    0%

    0%

    0%

    1%

    1%

    0%

    0%

    0%

    0%

    0%

    Other

    Not Provided

    Not Provided

    5%

    5%

    5%

    4%

    3%

    2%

    2%

    2%

    2%

    3%

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    0%

    0%

    0%

    2%

    0%

    1%

    0%

    0%

    0%

    0%

    Disability Classification

    Not Provided

    Not Provided

    12%

    12%

    12%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    7%

    6%

    4%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

    Criterion 1, Winter

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    Not Provided

    Not Provided

    Texas STAAR

    Texas STAAR

    Texas STAAR

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    National/Local Representation

    Not Provided

    Not Provided

    Texas

    Fort Worth

    Texas

    Fort Worth

    Texas

    Fort Worth

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Date

    Not Provided

    Not Provided

    Early 2017

    Early 2017

    Early 2017

    Winter 0203

    Winter 0304

    Winter 0405

    Winter 0506

    Winter 0607

    Winter 0708

    Winter 0809

    Sample Size

    Not Provided

    Not Provided

    6149

    6177

    6045

    4387

    5601

    5912

    4409

    4369

    4588

    3168

    Male

    Not Provided

    Not Provided

    50%

    51%

    50%

    46%

    46%

    45%

    45%

    44%

    45%

    45%

    Female

    Not Provided

    Not Provided

    50%

    49%

    50%

    54%

    54%

    55%

    55%

    56%

    55%

    55%

    Gender Unknown

    Not Provided

    Not Provided

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    Free or Reduced-price Lunch Eligible

    Not Provided

    Not Provided

    81%

    82%

    81%

    12%

    13%

    13%

    14%

    15%

    13%

    14%

    White, Non-Hispanic

    Not Provided

    Not Provided

    11%

    10%

    10%

    93%

    92%

    94%

    92%

    93%

    94%

    92%

    Black, Non-Hispanic

    Not Provided

    Not Provided

    22%

    22%

    22%

    1%

    1%

    2%

    2%

    2%

    2%

    2%

    Hispanic

    Not Provided

    Not Provided

    64%

    65%

    64%

    1%

    2%

    3%

    3%

    3%

    3%

    3%

    American Indian/Alaska Native

    Not Provided

    Not Provided

    0%

    0%

    0%

    1%

    0%

    0%

    0%

    0%

    0%

    0%

    Other

    Not Provided

    Not Provided

    3%

    3%

    3%

    2%

    2%

    2%

    1%

    2%

    2%

    2%

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    0%

    0%

    0%

    3%

    2%

    0%

    2%

    0%

    0%

    0%

    Disability Classification

    Not Provided

    Not Provided

    5%

    6%

    6%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    96%

    95%

    94%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    44%

    42%

    38%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

    Criterion 1, Spring

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    FAST

    FAST

    FAST

    FAST

    FAST

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    National/Local Representation

    Davenport, IA

    Davenport, IA

    Davenport, IA

    Davenport, IA

    Davenport, IA

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Date

    Spring ‘17

    Spring ‘17

    Spring ‘17

    Spring ‘17

    Spring ‘17

    Spring ‘03

    Spring ‘04

    Spring ‘05

    Spring ‘06

    Spring ‘07

    Spring ‘08

    Spring ‘09

    Sample Size

    928

    995

    1091

    1147

    1110

    2438

    2131

    2868

    2186

    2072

    1720

    1405

    Male

    50%

    50%

    50%

    52%

    51%

    46%

    46%

    45%

    45%

    45%

    44%

    45%

    Female

    50%

    50%

    50%

    48%

    49%

    54%

    54%

    55%

    55%

    55%

    56%

    55%

    Gender Unknown

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    Free or Reduced-price Lunch Eligible

    58%

    58%

    58%

    53%

    55%

    13%

    13%

    18%

    20%

    20%

    18%

    19%

    White, Non-Hispanic

    53%

    53%

    53%

    53%

    54%

    93%

    96%

    91%

    89%

    88%

    89%

    89%

    Black, Non-Hispanic

    22%

    22%

    22%

    19%

    20%

    1%

    1%

    4%

    5%

    6%

    5%

    5%

    Hispanic

    14%

    14%

    14%

    15%

    14%

    2%

    1%

    2%

    2%

    3%

    2%

    3%

    American Indian/Alaska Native

    0%

    0%

    0%

    0%

    0%

    1%

    1%

    0%

    0%

    0%

    0%

    0%

    Other

    10%

    10%

    10%

    11%

    11%

    3%

    1%

    3%

    3%

    3%

    3%

    3%

    Race/Ethnicity Unknown

    0%

    0%

    0%

    0%

    0%

    2%

    1%

    0%

    0%

    0%

    0%

    0%

    Disability Classification

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

    Criterion 2, Fall

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Georgia Milestone

    Georgia Milestone

    Georgia Milestone

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    National/Local Representation

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Georgia Newton

    Georgia Newton

    Georgia Newton

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Date

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Fall 2017

    Fall 2017

    Fall 2017

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Sample Size

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    1357

    1312

    1112%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Male

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    52%

    51%

    54%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Female

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    48%

    50%

    46%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Gender Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Free or Reduced-price Lunch Eligible

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    White, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    31%

    31%

    30%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Black, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    55%

    53%

    57%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    9%

    11%

    9%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    American Indian/Alaska Native

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Other

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    5%

    5%

    5%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Disability Classification

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    12%

    15%

    17%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    2%

    2%

    2%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

    Criterion 2, Winter

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Texas STAAR

    Texas STAAR

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    National/Local Representation

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Texas

    Fort Worth

    Texas

    Fort Worth

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Date

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Early 2017

    Early 2017

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Sample Size

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    5462

    4786

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Male

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    50%

    50%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Female

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    50%

    50%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Gender Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Free or Reduced-price Lunch Eligible

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    82%

    80%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    White, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    10%

    9%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Black, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    23%

    23%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    65%

    66%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    American Indian/Alaska Native

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Other

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    3%

    3%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Disability Classification

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    7%

    5%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    74%

    77%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    27%

    24%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

    Criterion 2, Spring

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    FAST

    FAST

    FAST

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    National/Local Representation

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    FAST

    FAST

    FAST

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Date

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Davenport, IA

    Davenport, IA

    Davenport, IA

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Sample Size

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Spring ‘17

    Spring ‘17

    Spring ‘17

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Male

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    1072

    951

    1040

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Female

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    48%

    48%

    53%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Gender Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    52%

    52%

    47%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Free or Reduced-price Lunch Eligible

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    White, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Black, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    55%

    54%

    55%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    20%

    17%

    21%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    American Indian/Alaska Native

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    13%

    16%

    12%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Other

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    10%

    11%

    10%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Disability Classification

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

    Cross Validation Sample

     

    Criterion 1, Fall

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    National/Local Representation

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Date

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Fall ‘06

    Fall ‘07

    Fall ‘08

    Fall ‘09

    Fall ‘10

    Fall ‘11

    Fall ‘12

    Sample Size

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    7570

    7511

    7119

    8320

    6023

    6656

    4019

    Male

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    46%

    46%

    46%

    47%

    47%

    47%

    46%

    Female

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    54%

    54%

    54%

    53%

    53%

    53%

    54%

    Gender Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    Free or Reduced-price Lunch Eligible

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    14%

    14%

    14%

    14%

    13%

    13%

    14%

    White, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    92%

    91%

    91%

    93%

    94%

    93%

    92%

    Black, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    3%

    3%

    3%

    3%

    2%

    2%

    3%

    Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    3%

    3%

    3%

    3%

    2%

    3%

    3%

    American Indian/Alaska Native

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    1%

    0%

    1%

    1%

    Other

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    2%

    2%

    3%

    3%

    4%

    4%

    4%

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    3%

    3%

    3%

    0%

    0%

    0%

    0%

    Disability Classification

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

     

    Criterion 1, Winter

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    National/Local Representation

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Iowa Students

    Iowa Students

    Iowa Students

    Iowa Students

    Iowa Students

    Iowa Students

    Iowa Students

    Date

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Winter 0607

    Winter 0708

    Winter 0809

    Winter 0910

    Winter 1011

    Winter 1112

    Winter 1213

    Sample Size

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    6591

    6834

    7299

    5768

    4597

    5214

    3743

    Male

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    46%

    46%

    46%

    45%

    45%

    46%

    45%

    Female

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    54%

    54%

    54%

    55%

    55%

    54%

    55%

    Gender Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    Free or Reduced-price Lunch Eligible

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    16%

    16%

    16%

    19%

    19%

    18%

    19%

    White, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    93%

    92%

    92%

    95%

    95%

    94%

    93%

    Black, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    2%

    2%

    2%

    2%

    2%

    2%

    3%

    Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    3%

    3%

    3%

    4%

    4%

    4%

    5%

    American Indian/Alaska Native

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    1%

    1%

    1%

    1%

    Other

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    2%

    2%

    2%

    2%

    3%

    3%

    3%

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    3%

    3%

    3%

    0%

    0%

    0%

    0%

    Disability Classification

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

    Criterion 1, Spring

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    Not Provided

    FAST

    FAST

    FAST

    FAST

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    ACT

    National/Local Representation

    Not Provided

    Davenport, Iowa

    Davenport, Iowa

    Davenport, Iowa

    Davenport, Iowa

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Iowa students

    Date

    Not Provided

    Spring ‘16

    Spring ‘16

    Spring ‘16

    Spring ‘16

    Spring ‘07

    Spring ‘08

    Spring ‘09

    Spring ‘10

    Spring ‘11

    Spring ‘12

    Spring ‘13

    Sample Size

    Not Provided

    1066

    1147

    1147

    1101

    3321

    3592

    3838

    3306

    5495

    3938

    3333

    Male

    Not Provided

    51%

    51%

    51%

    49%

    48%

    47%

    47%

    47%

    46%

    45%

    44%

    Female

    Not Provided

    49%

    49%

    49%

    51%

    52%

    53%

    53%

    53%

    54%

    55%

    56%

    Gender Unknown

    Not Provided

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    Free or Reduced-price Lunch Eligible

    Not Provided

    82%

    82%

    83%

    84%

    28%

    28%

    29%

    32%

    29%

    21%

    21%

    White, Non-Hispanic

    Not Provided

    53%

    53%

    54%

    56%

    83%

    82%

    81%

    83%

    86%

    89%

    89%

    Black, Non-Hispanic

    Not Provided

    19%

    19%

    19%

    19%

    6%

    6%

    8%

    7%

    6%

    4%

    4%

    Hispanic

    Not Provided

    15%

    15%

    14%

    13%

    7%

    7%

    7%

    10%

    8%

    5%

    6%

    American Indian/Alaska Native

    Not Provided

    0%

    0%

    0%

    0%

    0%

    0%

    0%

    2%

    2%

    1%

    2%

    Other

    Not Provided

    11%

    11%

    11%

    10%

    4%

    4%

    3%

    8%

    6%

    5%

    6%

    Race/Ethnicity Unknown

    Not Provided

    0%

    0%

    0%

    0%

    7%

    7%

    7%

    0%

    0%

    0%

    0%

    Disability Classification

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

    Criterion 2, Spring

    Grade

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    Criterion

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    FAST

    FAST

    FAST

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    National/Local Representation

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Davenport, Iowa

    Davenport, Iowa

    Davenport, Iowa

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Date

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Spring ‘15

    Spring ‘15

    Spring ‘16

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Sample Size

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    1070

    1043

    1004

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Male

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    48%

    52%

    50%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Female

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    52%

    48%

    50%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Gender Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Free or Reduced-price Lunch Eligible

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    65%

    64%

    60%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    White, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    55%

    55%

    57%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Black, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    17%

    21%

    20%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    15%

    12%

    14%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    American Indian/Alaska Native

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    1%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Other

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    12%

    10%

    7%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    0%

    0%

    0%

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Disability Classification

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

     

     

     

     

     

    Bias Analysis Conducted

    Grade123456789101112
    RatingNoNoYesYesYesYesYesYesNoNoNoNo
    1. Description of the method used to determine the presence or absence of bias: In developing materials for all forms of the Iowa Assessments, attention is paid to writing questions in contexts accessible to students with a variety of backgrounds and interests. A goal of all test development in Iowa Testing Programs is to assemble test materials that reflect the diversity of the test-taking population in the United States. Reviewers are given information about the purposes of the tests, the content areas, and cognitive classifications. They are asked to look for possible racial-ethnic, regional, cultural, or gender biases in the way the item was written or in the information required to answer the question. The reviewers rate items as “probably fair,’’ “possibly unfair,” or “probably unfair” and comment on the balance of the items and make recommendations for change. Based on these reviews, items identified by the reviewers as problematic are either revised to eliminate objectionable features or eliminated from consideration for the final forms.

    Differential Item Functioning (DIF): DIF identifies items that function differently for two groups of examinees with the same total test score. In many cases, one group will be more likely to answer an item correctly on average than another group. These differences might be due to differing levels of knowledge and skills between the groups. DIF analyses take these group differences into account and help identify items that might unfairly favor one group over another. The items that are identified as potentially unfair by DIF are then presented for additional review. The statistical analyses of items for DIF are based on variants of the Mantel-Haenszel (MH) procedure (Dorans and Holland, 1993. Specific item-level comparisons of performance are made for groups of males and females, Blacks and Whites, and Hispanics and Whites. The number of items identified as favoring a given group according to the classification scheme used by the Educational Testing Service (ETS) for the National Assessment of Educational Progress (NAEP) is shown in Table 5.1 below.

    Table 5.1: DIF Classification Categories

    DIF Category

    Definition

    A (negligible)

    Absolute value of the MH D-DIF is not significantly different from zero or is less than 1.

    B (slight to moderate)

    Absolute value of the MH D-DIF is significantly different from zero but not from 1 and is at least 1; OR Absolute value of the MH D-DIF is significantly different from 1 but is less than 1.5. Values that favor the reference group are classified as “BR” and the focal group as “BF.”

    C (moderate to large)

    Absolute value of the MH D-DIF is significantly different from 1, and is at least 1.5. Values that favor the reference group are classified as “BR” and the focal group as “BF.”

     

    Differential Test Functioning: A series of logistic regressions are conducted in predicting success on an end of year outcome measures (i.e., Georgia Milestones and Texas STAAR), predicted by risk-status as determined by the Iowa Assessments, membership in a gender and ethnicity groups, and an interaction term between the two variables. The presence or absence of bias are determined based on the statistical significance of the interaction term.

     

    1. Description of the subgroups for which bias analyses were conducted: Gender (Male vs. Female) and Ethnicity groups (Blacks vs. White and Hispanic vs. White) are considered for DIF and Differential Test Functioning (DTF).

     

    1. Description of the results of the bias analyses conducted, including data and interpretative statements: Differential Item Functioning: The overall percentages of items flagged for DIF in each form are very small and generally balanced across comparison groups. This is the goal of careful attention to content relevance and sensitivity during test development. Table 5.2 presents the number of items identified in category C in the 2010 National study.

    Table 5.2: Number of Items Identified in Category C in National DIF Study, Levels 5/6–14 Form E, Complete Battery

    Test

    Number

    of Items

    Gender

    Ethnicity

    Ethnicity

    Favors Females

    Favors Males

    Favors Blacks

    Favors Whites

    Favors Hispanics

    Favors Whites

    Mathematics

    497

    1

    0

    2

    3

    2

    1

    Differential Test Functioning: No statistically significant statistics (at p < .05 level) of the estimates on the interaction terms in the logistic regression equations indicate that there is no bias in gender and ethnicity.

    Table 5.3 presents the outcomes of the logistic regression with gender for the Georgia Milestones with 15th PR criteria introduced earlier. Tables 5.4 and 5.5 present the outcomes of the logistic regression with Blacks and Hispanic, respectively, for the Georgia Milestones with 15th PR criteria.

    Table 5.6 presents the outcomes of the logistic regression with gender for Texas STAAR with 15th PR criteria introduced earlier. Tables 5.7 and 5.8 present the outcomes of the logistic regression with Blacks and Hispanic, respectively, for Texas STAAR with 15th PR criteria

    Table 5.3 Outcomes of Predicting Georgia Milestones 15th PR Criteria from the Iowa Assessments with Gender and its interaction term

    Grade

    Variable

    ClassVal0

    DF

    Estimate

    StdErr

    WaldChiSq

    ProbChiSq

    3

    Intercept

     

    1

    21.27

    1.83

    134.69

    0.00

    3

    MA_SS

     

    1

    -0.14

    0.01

    150.36

    0.00

    3

    StuGender_RPT

    F

    1

    2.27

    1.83

    1.53

    0.22

    3

    MA_SS*StuGender_RPT

    F

    1

    -0.02

    0.01

    1.69

    0.19

    4

    Intercept

     

    1

    23.45

    1.84

    163.20

    0.00

    4

    MA_SS

     

    1

    -0.15

    0.01

    178.81

    0.00

    4

    StuGender_RPT

    F

    1

    2.33

    1.84

    1.61

    0.20

    4

    MA_SS*StuGender_RPT

    F

    1

    -0.01

    0.01

    1.62

    0.20

    5

    Intercept

     

    1

    20.14

    1.55

    168.71

    0.00

    5

    MA_SS

     

    1

    -0.12

    0.01

    188.58

    0.00

    5

    StuGender_RPT

    F

    1

    1.17

    1.55

    0.57

    0.45

    5

    MA_SS*StuGender_RPT

    F

    1

    -0.01

    0.01

    0.81

    0.37

    6

    Intercept

     

    1

    16.90

    1.40

    144.77

    0.00

    6

    MA_SS

     

    1

    -0.10

    0.01

    166.48

    0.00

    6

    StuGender_RPT

    F

    1

    1.80

    1.40

    1.64

    0.20

    6

    MA_SS*StuGender_RPT

    F

    1

    -0.01

    0.01

    2.16

    0.14

    7

    Intercept

     

    1

    15.01

    1.21

    154.31

    0.00

    7

    MA_SS

     

    1

    -0.08

    0.01

    177.56

    0.00

    7

    StuGender_RPT

    F

    1

    0.72

    1.21

    0.36

    0.55

    7

    MA_SS*StuGender_RPT

    F

    1

    0.00

    0.01

    0.55

    0.46

    8

    Intercept

     

    1

    18.45

    1.61

    132.12

    0.00

    8

    MA_SS

     

    1

    -0.09

    0.01

    147.56

    0.00

    8

    StuGender_RPT

    F

    1

    1.64

    1.61

    1.05

    0.31

    8

    MA_SS*StuGender_RPT

    F

    1

    -0.01

    0.01

    1.35

    0.24

     

    Table 5.4 Outcomes of Predicting Georgia Milestones 15th PR Criteria from the Iowa Assessments with Blacks vs. Whites and its interaction term

    Grade

    Variable

    ClassVal0

    DF

    Estimate

    StdErr

    WaldChiSq

    ProbChiSq

    3

    Intercept

     

    1

    21.61

    2.29

    88.77

    0.00

    3

    MA_SS

     

    1

    -0.15

    0.01

    99.09

    0.00

    3

    Ethnicity

    B

    1

    -3.20

    2.29

    1.95

    0.16

    3

    MA_SS*Ethnicity

    B

    1

    0.02

    0.01

    2.07

    0.15

    4

    Intercept

     

    1

    22.48

    2.21

    103.31

    0.00

    4

    MA_SS

     

    1

    -0.14

    0.01

    114.44

    0.00

    4

    Ethnicity

    B

    1

    -1.14

    2.21

    0.27

    0.61

    4

    MA_SS*Ethnicity

    B

    1

    0.01

    0.01

    0.42

    0.52

    5

    Intercept

     

    1

    20.88

    1.91

    120.16

    0.00

    5

    MA_SS

     

    1

    -0.12

    0.01

    135.12

    0.00

    5

    Ethnicity

    B

    1

    -0.58

    1.91

    0.09

    0.76

    5

    MA_SS*Ethnicity

    B

    1

    0.00

    0.01

    0.10

    0.75

    6

    Intercept

     

    1

    16.84

    1.57

    115.49

    0.00

    6

    MA_SS

     

    1

    -0.10

    0.01

    133.00

    0.00

    6

    Ethnicity

    B

    1

    -1.67

    1.57

    1.14

    0.29

    6

    MA_SS*Ethnicity

    B

    1

    0.01

    0.01

    1.07

    0.30

    7

    Intercept

     

    1

    14.48

    1.35

    114.96

    0.00

    7

    MA_SS

     

    1

    -0.08

    0.01

    134.31

    0.00

    7

    Ethnicity

    B

    1

    0.74

    1.35

    0.30

    0.58

    7

    MA_SS*Ethnicity

    B

    1

    0.00

    0.01

    0.21

    0.65

    8

    Intercept

     

    1

    19.53

    2.04

    91.78

    0.00

    8

    MA_SS

     

    1

    -0.10

    0.01

    102.07

    0.00

    8

    Ethnicity

    B

    1

    -2.42

    2.04

    1.41

    0.23

    8

    MA_SS*Ethnicity

    B

    1

    0.01

    0.01

    1.55

    0.21

     

    Table 5.5 Outcomes of Predicting Georgia Milestones 15th PR Criteria from the Iowa Assessments with Hispanic vs. Whites and its interaction term

    Grade

    Variable

    ClassVal0

    DF

    Estimate

    StdErr

    WaldChiSq

    ProbChiSq

    3

    Intercept

     

    1

    24.68

    3.85

    41.03

    0.00

    3

    MA_SS

     

    1

    -0.17

    0.03

    45.02

    0.00

    3

    Ethnicity

    H

    1

    -0.13

    3.85

    0.00

    0.97

    3

    MA_SS*Ethnicity

    H

    1

    0.00

    0.03

    0.00

    0.99

    4

    Intercept

     

    1

    28.92

    4.38

    43.67

    0.00

    4

    MA_SS

     

    1

    -0.18

    0.03

    47.38

    0.00

    4

    Ethnicity

    H

    1

    5.30

    4.38

    1.46

    0.23

    4

    MA_SS*Ethnicity

    H

    1

    -0.03

    0.03

    1.27

    0.26

    5

    Intercept

     

    1

    18.29

    2.46

    55.11

    0.00

    5

    MA_SS

     

    1

    -0.11

    0.01

    63.29

    0.00

    5

    Ethnicity

    H

    1

    -3.17

    2.46

    1.65

    0.20

    5

    MA_SS*Ethnicity

    H

    1

    0.02

    0.01

    1.62

    0.20

    6

    Intercept

     

    1

    18.88

    2.79

    45.68

    0.00

    6

    MA_SS

     

    1

    -0.11

    0.01

    51.38

    0.00

    6

    Ethnicity

    H

    1

    0.36

    2.79

    0.02

    0.90

    6

    MA_SS*Ethnicity

    H

    1

    0.00

    0.01

    0.01

    0.91

    7

    Intercept

     

    1

    15.21

    2.29

    44.13

    0.00

    7

    MA_SS

     

    1

    -0.08

    0.01

    51.24

    0.00

    7

    Ethnicity

    H

    1

    1.47

    2.29

    0.41

    0.52

    7

    MA_SS*Ethnicity

    H

    1

    -0.01

    0.01

    0.37

    0.54

    8

    Intercept

     

    1

    20.97

    3.24

    42.00

    0.00

    8

    MA_SS

     

    1

    -0.11

    0.02

    45.97

    0.00

    8

    Ethnicity

    H

    1

    -0.98

    3.24

    0.09

    0.76

    8

    MA_SS*Ethnicity

    H

    1

    0.00

    0.02

    0.07

    0.79

     

    Table 5.6 Outcomes of Predicting Texas STAAR 15th PR Criteria from the Iowa Assessments with Gender and its interaction term

    Grade

    Variable

    ClassVal0

    DF

    Estimate

    StdErr

    WaldChiSq

    ProbChiSq

    3

    Intercept

     

    1

    16.82

    0.65

    669.94

    0.00

    3

    SSM

     

    1

    -0.11

    0.00

    771.55

    0.00

    3

    Sex_Code

    F

    1

    -0.28

    0.65

    0.19

    0.67

    3

    SSM*Sex_Code

    F

    1

    0.00

    0.00

    0.12

    0.73

    4

    Intercept

     

    1

    15.01

    0.57

    689.69

    0.00

    4

    SSM

     

    1

    -0.10

    0.00

    818.00

    0.00

    4

    Sex_Code

    F

    1

    -0.34

    0.57

    0.35

    0.55

    4

    SSM*Sex_Code

    F

    1

    0.00

    0.00

    0.34

    0.56

    5

    Intercept

     

    1

    15.44

    0.62

    612.35

    0.00

    5

    SSM

     

    1

    -0.09

    0.00

    727.48

    0.00

    5

    Sex_Code

    F

    1

    -0.53

    0.62

    0.72

    0.39

    5

    SSM*Sex_Code

    F

    1

    0.00

    0.00

    0.18

    0.67

    6

    Intercept

     

    1

    10.36

    0.53

    381.02

    0.00

    6

    SSM

     

    1

    -0.06

    0.00

    506.58

    0.00

    6

    Sex_Code

    F

    1

    0.40

    0.53

    0.58

    0.45

    6

    SSM*Sex_Code

    F

    1

    0.00

    0.00

    0.25

    0.62

    7

    Intercept

     

    1

    9.69

    0.59

    269.66

    0.00

    7

    SSM

     

    1

    -0.06

    0.00

    378.12

    0.00

    7

    Sex_Code

    F

    1

    -0.03

    0.59

    0.00

    0.96

    7

    SSM*Sex_Code

    F

    1

    0.00

    0.00

    0.03

    0.86

     

    Table 5.7 Outcomes of Predicting Texas STAAR 15th PR Criteria from the Iowa Assessments with Blacks vs. Whites and its interaction term

    Grade

    Variable

    ClassVal0

    DF

    Estimate

    StdErr

    WaldChiSq

    ProbChiSq

    3

    Intercept

     

    1

    15.81

    1.48

    114.93

    0.00

    3

    SSM

     

    1

    -0.11

    0.01

    136.30

    0.00

    3

    Ethnicity_Category

    B

    1

    -1.00

    1.48

    0.46

    0.50

    3

    SSM*Ethnicity_Catego

    B

    1

    0.01

    0.01

    0.96

    0.33

    4

    Intercept

     

    1

    15.69

    1.55

    103.06

    0.00

    4

    SSM

     

    1

    -0.10

    0.01

    120.77

    0.00

    4

    Ethnicity_Category

    B

    1

    -1.76

    1.55

    1.29

    0.26

    4

    SSM*Ethnicity_Catego

    B

    1

    0.01

    0.01

    1.92

    0.17

    5

    Intercept

     

    1

    15.82

    1.37

    133.08

    0.00

    5

    SSM

     

    1

    -0.10

    0.01

    156.01

    0.00

    5

    Ethnicity_Category

    B

    1

    -1.95

    1.37

    2.02

    0.16

    5

    SSM*Ethnicity_Catego

    B

    1

    0.01

    0.01

    2.37

    0.12

    6

    Intercept

     

    1

    9.10

    1.04

    76.05

    0.00

    6

    SSM

     

    1

    -0.06

    0.01

    109.97

    0.00

    6

    Ethnicity_Category

    B

    1

    0.62

    1.04

    0.35

    0.55

    6

    SSM*Ethnicity_Catego

    B

    1

    0.00

    0.01

    0.13

    0.72

    7

    Intercept

     

    1

    10.78

    1.74

    38.44

    0.00

    7

    SSM

     

    1

    -0.07

    0.01

    51.28

    0.00

    7

    Ethnicity_Category

    B

    1

    -2.52

    1.74

    2.10

    0.15

    7

    SSM*Ethnicity_Catego

    B

    1

    0.01

    0.01

    2.56

    0.11

     

    Table 5.8 Outcomes of Predicting Texas STAAR 15th PR Criteria from the Iowa Assessments with Hispanic vs. Whites and its interaction term

    Grade

    Variable

    ClassVal0

    DF

    Estimate

    StdErr

    WaldChiSq

    ProbChiSq

    3

    Intercept

     

    1

    17.06

    1.44

    140.89

    0.00

    3

    SSM

     

    1

    -0.12

    0.01

    168.89

    0.00

    3

    Ethnicity_Category

    H

    1

    0.24

    1.44

    0.03

    0.87

    3

    SSM*Ethnicity_Catego

    H

    1

    0.00

    0.01

    0.00

    1.00

    4

    Intercept

     

    1

    16.28

    1.51

    116.07

    0.00

    4

    SSM

     

    1

    -0.11

    0.01

    139.33

    0.00

    4

    Ethnicity_Category

    H

    1

    -1.18

    1.51

    0.61

    0.44

    4

    SSM*Ethnicity_Catego

    H

    1

    0.01

    0.01

    0.73

    0.39

    5

    Intercept

     

    1

    16.75

    1.33

    157.58

    0.00

    5

    SSM

     

    1

    -0.10

    0.01

    187.33

    0.00

    5

    Ethnicity_Category

    H

    1

    -1.01

    1.33

    0.58

    0.45

    5

    SSM*Ethnicity_Catego

    H

    1

    0.01

    0.01

    0.55

    0.46

    6

    Intercept

     

    1

    9.31

    1.00

    87.17

    0.00

    6

    SSM

     

    1

    -0.06

    0.01

    130.85

    0.00

    6

    Ethnicity_Category

    H

    1

    0.83

    1.00

    0.70

    0.40

    6

    SSM*Ethnicity_Catego

    H

    1

    0.00

    0.01

    0.63

    0.43

    7

    Intercept

     

    1

    11.45

    1.71

    44.74

    0.00

    7

    SSM

     

    1

    -0.07

    0.01

    60.50

    0.00

    7

    Ethnicity_Category

    H

    1

    -1.85

    1.71

    1.16

    0.28

    7

    SSM*Ethnicity_Catego

    H

    1

    0.01

    0.01

    1.26

    0.26

     

     

    Administration Format

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