CONFERENCE DESCRIPTION
LONGITUDINAL MODELING OF
STUDENT ACHIEVEMENT*
November 7
& 8, 2005
Colony
Ballroom, Stamp Student Union
Registration at
Breakfast at
First Presentation at
This conference presents a variety of papers regarding the
theory and application of Longitudinal (Growth) Modeling of Student
Achievement. It is hoped that this
conference will be found to be stimulating to academics, psychometrics
personnel, as well as to school practitioners who are concerned with the
monitoring of student performance across time and the organization of schools
to utilize this information to encourage maximizing student performance across
time. Concerns include statistical
theory, estimation issues, and a variety of approaches to modeling that has
direct application to this school problem.
NCLB has emphasized the status of Cross-sectional Cohorts through the
analysis of AYP measures. This is one
approach to the problem of measuring school performance. This conference is concerned with
alternatives that will permit schools to model the performance of individual
students with the hope that all students might eventually have their
performance maximized as they progress through the school experience. This goal requires the field to develop new
ways to measure such progress and new ideas for the use of such measures by the
schools. We hope that this conference
will contribute to the research base for this topic leading to applications
that are more successful.
Speakers, affiliations, and titles:
• Robert W. Lissitz
• Harold Doran
American Institutes of Research
• William Schafer
• Joseph Willhoft
Office of Superintendent of Public Instruction
State of
Growth Modeling, Value-Added Modeling and
Linking: An Introduction
• Richard Hill, Brian Gong, Scott Marion, Charles DePascale, Jennifer Dunn,
and Mary Ann Simpson
Center for Assessment
Using Value Tables to Explicitly Value Student Growth
•David Kaplan, Heidi M. Sweetman
Two Perspectives on the Development of Mathematical
Competencies in Young Children: An
Application of Continuous and Categorical Latent Variable Modeling
•Bill Schafer
•Jon S. Twing
Pearson Educational Measurement
Growth Scales and Pathways
•Catherine A. McClellan, John R. Donoghue,
Educational Testing Service
Cross-Grade Scales in NAEP: Research and Real-Life Experience
•Y. M. Thum
Bayesian Inference for Some Value-added Productivity
Indicators
•Harold Doran
American Institutes for Research
Modeling Growth in Student Achievement: Psychometric
Considerations, Communicating Growth, and Standards-based Application
•James Roberts
Georgia Institute of Technology
•Qianli Ma, Yi Cao and Yunyun
Dai
Department of Measurement, Statistics and Evaluation,
IRT Models for the Measurement of Change across
Repeated Measurements
•Robert Smith, Wendy Yen
Educational Testing Service
Models for Evaluating Grade-to-Grade Growth
•Joseph Stevens
•Keith Zvoch
Issues in the Implementation of Longitudinal Growth
Models for Student Achievement
•Susan Rigney
Department of Education
Growth Models to Reform Policy and Practice: Do they Conflict?
•Gage Kingsbury and Martha McCall
The hybrid success model: Theory and practice
•William Sanders, S. Paul Wright, and June C. Rivers
SAS Institute, Inc.
Measurement of Academic Growth of
Individual Students toward Variable and Meaningful Academic Standards
•J.R. Lockwood
Rand Corporation
The (sometimes harsh)
reality of longitudinal student achievement modeling
•Laura
Rand Corporation
Validating Achievement Gains in
Cohort-to-Cohort and Growth-Based Modeling Contexts
*Funding for the Conferences in this series is
provided by the Maryland State Department of Education
**MARCES is a center in the Department of Measurement,
Statistics and Evaluation and is directed by Robert W. Lissitz
Inquiries regarding registration and attendance should be
directed to Mr.
The Conference will be held at the Colony Ballroom of the
Stamp Student Union on the