Browsing by Subject "ECLS-K"
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Item The consequences of ignoring assessment date heterogeneity within waves for latent growth models(2015-08) Gonzalez, Daniel Peche Jr.; Beretvas, Susan Natasha; Whittaker, Tiffany AIn traditional latent growth modeling, researchers assume that assessment dates within waves from longitudinal studies are homogeneous, although they are nearly always heterogeneous. In this study, we present a pedagogical illustration of assessing the consequences of ignoring time-point variability within a wave using the Math Item Response Theory scores from the Early Childhood Longitudinal Study for Kindergarten (ECLS -- K). By comparing latent growth change and prediction models for time invariant and time varying latent growth models, we found some changes in parameter estimates, particularly in the variance and residual variance in the linear effect. We found slight differences on the mean of the linear and quadratic effect, as well as the direct effect of our predictor on the linear and quadratic effect. However, further substantive claims about parameter estimates changes are limited due to missing data and a possible model misspecification.Item Differences in student achievement and principal behavior as a function of years of principal experience: A national investigation(2017-09-20) Azaiez, Hafedh; Slate, John RThe purpose of this journal-ready dissertation was to determine the relationship of principal years of experience as an administrator with the academic achievement of students, with areas that principals emphasize in their school practices, and with the size of their schools, with respect to student enrollment. In the first journal article, the degree to which differences were present in student achievement as a function of principal years of experience as an administrator was examined. In the second study, the extent to which principals differed in what they emphasize in their school practices as a function of principal years of experience was ascertained. In the third empirical investigation, the degree to which principals had different emphases in their school practices, as well as areas in which they focused on staff training, was analyzed as a function of student enrollment. In each of these three empirical investigations, data from a national dataset on principals were examined. Students who attended schools with Experienced Principals had statistically significant higher reading, mathematics, and science achievement than students who attended schools with either New Principals or Moderately Experienced Principals. Experienced Principals emphasized working with teachers and on required paperwork more than New Principals or Moderately Experienced Principals. Regarding school size, Principals of Large-size schools spent more time working than principals of Small-size schools and Moderate-size schools. Principals of Large-size schools placed statistically significantly more emphasis on training their teachers than principals of Small-size schools or Moderate-size schools. Principals of Large-size schools placed more emphasis on training their teachers on reading strategies, mathematics strategies, behavioral support, collecting and managing data, and interpreting and using data than principals of Moderate-size and Small-size schools. Implications for policy and recommendations for research were provided.