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Multidimensional description of subgroup differences in mathematics achievement data from the 1992 National Assessment of Educational Progress : draft

Author: Bengt Muthen; Siek-Toon Khoo; Ginger Nelson Goff; Educational Resources Information Center (U.S.)
Publisher: Los Angeles CA : National Center for Research on Evaluation, Standards, and Student Testing ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1994]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Database:WorldCat
Summary:
This report investigates the dimensionality of the 1992 National Assessment of Educational Progress (naep) mathematics test in the context of subgroup differences. The analysis approach of this study utilized key grouping variables of the naep reports (E.G., gender, ethnicity), but had the advantage that subgroup comparisons were not only done in a univariate manner using one grouping variable at a time, but were  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Bengt Muthen; Siek-Toon Khoo; Ginger Nelson Goff; Educational Resources Information Center (U.S.)
OCLC Number: 38213430
Notes: Distributed to depository libraries in microfiche.
Shipping list no.: 97-0931-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1997]. 1 microfiche.
Description: 1 volume
Responsibility: Bengt O. Muthen, Siek-Toon Khoo, Ginger Nelson Goff.

Abstract:

This report investigates the dimensionality of the 1992 National Assessment of Educational Progress (naep) mathematics test in the context of subgroup differences. The analysis approach of this study utilized key grouping variables of the naep reports (E.G., gender, ethnicity), but had the advantage that subgroup comparisons were not only done in a univariate manner using one grouping variable at a time, but were done using the set of grouping variables jointly. The data supports a multidimensional model with dimensions corresponding to both content-specific and format-specific factors. The multidimensional latent variable modeling suggests a new way of reporting results with respect to math performance in specific content areas. For content-specific performance, the subscores were related to overall performance, considering content-specific scores conditional on overall scores. For a given overall score a subgroup difference was considered with respect to a certain content area. This conditional approach may be of value for revealing differences in opportunity to learn or differences in curricular emphases. (Author/JRH).

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