Iowa Tests Of Basic Skills Research Articles

Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development

This study used data from Michigan schools participating in the Reading First program to examine the stability of students’ disability status in Grades 1 to 3. Reading First aimed to improve at-risk students’ reading comprehension through research-based instruction. We analyzed how changes in students’ disability status were related to reading comprehension growth. The sample consisted of n = 10,196 students from 191 schools who took the Iowa Test of Basic Skills (ITBS) Reading Comprehension subtest. Data were collected from 2003 through 2008. We observed considerable changes in disability status for students with speech–language disorders or a specific learning disability ( n = 1,193). These students had lower achievement levels and made less progress than students without disabilities. Overall, achievement gains did not differ between students with different stability and change patterns in their disability status. However, students changing from speech–language disorders to a specific learning disability demonstrated the smallest achievement gains.

Associating Student Self-Discipline and Parental Involvement in Students’ Academic Activities With Student Academic Performance

Academic performance of K-12 students in North America could be improved in that the majority of students produce undistinguished results in every international assessment of academic proficiency. The purpose of this study was to investigate whether student’s self-discipline and parental involvement in student’s academic activities have any impact on student’s Iowa Test of Basic Skills (ITBS) scores or on their GPA. A quantitative, cross-sectional method utilizing multiple regression was used to investigate the relationships among the variables. Due to challenges of collecting sufficient data, the study was conducted in two phases: a preliminary study involving 16 students in schools in the Texas Conference of Seventh day-Adventists and later a primary study that utilized archived data from 5,144 grades 6 and 7 students in Seventh-day Adventist schools in the North American Division (NAD). In the preliminary study, teachers responded to a questionnaire to rate their students’ level of self-discipline, while parents responded to a parent questionnaire designed to measure their parental involvement. Results indicated that student’s self-discipline and parental involvement are significantly correlated with student’s ITBS scores and GPA. Student diligence showed the highest positive correlation with academic performance.

Academic Differences Between an Urban Nativity School and an Urban Public School District.

Previous research suggests that both poverty and minority status significantly influence academic achievement. Nativity schools, which have been extensively researched, have been found effective for students coming from low socioeconomic statuses and diverse backgrounds. Differences were examined between an urban public school district and an urban parochial school that uses the Nativity model (henceforth referred to as Nativity School). The purpose of this study was to determine if students from Nativity School were able to achieve significantly above that which urban public school students achieved. Specifically, academic achievement in the areas of mathematics, language arts, and science were analyzed, as well as high school dropout rate, high school graduation rate, and entrance into postsecondary education. Nativity School used the Iowa Test of Basic Skills (ITBS) to measure achievement longitudinally and reported stanines and local and national percentile ranks, while the public school system used the Missouri Assessment Program (MAP) and provided four descriptor categories (i.e., Below Basic, Basic, Proficient, and Advanced). Below Basic and Basic referred to students who demonstrate the skills outlined by the Missouri Show-Me Standards inconsistently and/or incorrectly, while students who perform in the Proficient and Advanced categories demonstrate these skills consistently, at or above grade level. Results revealed Nativity School students significantly improved their academic achievement scores and were more likely than urban public school students to graduate high school and enroll in postsecondary school. Interpretation and implications of these results and limitations are explored.

An Analysis of the Effects of North Carolina’s Opportunity Scholarship Program on Student Achievement

The North Carolina Opportunity Scholarship Program is a private school voucher program that provides state-funded vouchers worth up to $4,200 to eligible students entering kindergarten through 12th grade. Because the public and private school sectors administer different assessments, we recruited approximately 700 students to take a common, nationally normed, standardized test. Matching on baseline achievement and rich demographic data, we use a quasi-experimental inverse propensity weighting approach to maximize comparability between the public and private school student samples. Our preferred specification examines first-year effects for new Opportunity Scholarship students, revealing positive estimates of .36 SD in math and .44 SD in language; there is no effect on reading scores. Results for renewal students are statistically significant in language scores only. In further analyses, we estimate separate effects for private schools that regularly administer another version of the assessment used in this study, the Iowa Test of Basic Skills. We conclude by discussing policy implications.

Protocol for a systematic review: Interventions to improve mathematics achievement in primary school-aged children: a systematic review.

Protocol for a systematic review: Interventions to improve mathematics achievement in primary school-aged children: a systematic review.

Students’ Reactions to Reform Mathematics Pedagogy in a Postsecondary Remedial Mathematics Course

IntroductionMany students in the United States who have desired to earn a postsecondary degree have found themselves underprepared for postsecondary mathematics and were required to take remedial mathematics courses (Fike & Fike, 2007; Alliance for Excellent Education [AEE], 2011; Radford et al., 2012). Unfortunately, mathematics has become a gatekeeper for college success (Massachusetts Community College Executive Office, 2006; Fike & Fike, 2007; Epper & Baker, 2009) since attrition rates for postsecondary remedial mathematics courses have often been reported around 50% (Phoenix, 1990; Ellington, 2005; Attewell et al., 2006; Fike & Fike, 2007; Bahr, 2008; Virginia College Community System [VCCS], 2011). Even though traditional lecture techniques provide little benefit to students in remedial mathematics courses (Boylan & Saxon, 1999, Trenholm, 2006), many instructors continue to present their material to passive, uninvolved students (Fry, Ketteridge, & Marshall, 2003; White-Clark, DiCarlo, & Gilchriest, 2008). In order to improve student success in mathematics courses, several mathematics education organizations including The National Council of Teacher of Mathematics (NCTM), The American Mathematical Association of Two-Year Colleges (AMATYC), and the Mathematical Association of America (MAA) have recommended specific practices for mathematics teachers to use in their classrooms. For the purposes of this paper, the recommendations made by these organizations will be referred to as practices and include a shift toward active student learning through group work and exploration of mathematical phenomena before formal presentation of mathematical theorems.A quasi-experimental study was conducted at a small four-year southeast university in Spring 2012 through Spring 2013 that examined the effectiveness of using reform-oriented techniques in a remedial mathematics course (Intermediate Algebra). In Spring 2012, one course was taught in a reform-oriented manner; in Fall 2012 and Spring 2013, one course was taught each semester in a traditional didactic manner. At the end of each of the three courses, an anonymous free-response survey was issued to the students to gauge their reactions to the type of instruction they received in their respective courses. This article will present the findings of those surveys with a focus on the feedback given by students in the reform-oriented course; the feedback from students in the traditional lecture courses will serve as a backdrop by which to interpret the feedback obtained from the reform-oriented course.Review of LiteratureResearchers in the reform mathematics movement emphasize the importance of balancing conceptual understanding with procedural fluency. This balance can be maintained when students actively participate in the learning process by exploring mathematical concepts in groups with the help of technology and by discussing and justifying their findings with their classmates. As a result, students may develop problem solving abilities and also understand the reasoning behind the mathematical principles they are taught. Because of the countercultural recommendations made by reformists (Smith & Star, 2007), researchers have examined the effectiveness of reform pedagogical practices at various grade levels and through a variety of metrics.Research at the middle and secondary school level is worth considering since much of the content taught at this level is also included in postsecondary remedial mathematics courses (Bahr, 2008). Two relevant studies at the middle school level examined students' mathematical success in terms of statewide exams. Reys et al. (2003) found that middle school students who had used reform-based curricula for at least two years performed as well or better than matched comparison students on the Missouri Assessment Program mathematics exam. Thompson (2009) examined the instructional techniques used by middle school mathematics teachers and found that students whose teachers who used multiple reform techniques (including manipulatives and group-based projects) scored higher on the Iowa Test of Basic Skills than did students whose teachers used primarily traditional lecture techniques. …

Early Numeracy Indicators

Two studies using similar methods in two states investigated the long-term predictive utility of two single-skill early numeracy Curriculum Based Measures (CBMs) and the degree to which they can adequately predict high-stakes test scores. Data were drawn from kindergarten and first-grade students. State standardized assessment data from the Iowa Test of Basic Skills (ITBS) and Missouri Assessment Program (MAP) were used as criterion measures to evaluate multi-year predictive utility. Logistic regression and Receiver Operating Characteristic (ROC) curves were used to examine the extent to which the measures predicted success or failure on ITBS and MAP. Correlational and logistic regression results indicated the Early Numeracy CBMs effectively predict success or failure for the ITBS and MAP. However, further analysis of the diagnostic utility of the measures suggests that practitioners need to carefully consider specificity, sensitivity, and the degree to which the predictability of common screening measures can be generalized to all state standardized assessments.

Students' ratings of teacher support and academic and social-emotional well-being.

Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and the Behavior Assessment Scale for Children, Second Edition, Adolescent Version, (BASC-2 SRP-A; Reynolds & Kamphaus, 2004). The purpose of the current study was to examine possible gender differences in perceptions of the frequency and importance of different types of teacher support and the related academic and social-emotional outcomes. Girls rated Emotional and Appraisal Support as more important than did boys. Teacher Emotional Support was significantly and positively related to grade point average (GPA) for boys and girls. For girls only, Emotional and Informational Support were significantly related to ITBS Reading scores, and Emotional, Informational, and Instrumental Support were significantly related to ITBS Math scores. Regarding social-emotional variables, Emotional Support was significantly and negatively related to School Problems, Internalizing Problems, Inattention/Hyperactivity, and overall Emotional Symptoms and positively related to Personal Adjustment for both boys and girls. Furthermore, Emotional Support from teachers was more strongly related to Inattention/Hyperactivity for girls than boys. These results emphasize the importance of providing teacher social support, especially emotional support, to students in early adolescence and recognizing gender differences in the function of specific types of teacher support.

Year One Results From the Multisite Randomized Evaluation of the i3 Scale-Up of Reading Recovery

Reading Recovery (RR) is a short-term, one-to-one intervention designed to help the lowest achieving readers in first grade. This article presents first-year results from the multisite randomized controlled trial (RCT) and implementation study under the $55 million Investing in Innovation (i3) Scale-Up Project. For the 2011–2012 school year, the estimated standardized effect of RR on students’ Iowa Tests of Basic Skills (ITBS) Total Reading Scores was .69 standard deviations relative to the population of struggling readers eligible for RR under the i3 scale-up and .47 standard deviations relative to the nationwide population of all first graders. School-level implementation of RR was, in most respects, faithful to the RR Standards and Guidelines, and the intensive training provided to new RR teachers was viewed as critical to successful implementation.

Above-Level Test Item Functioning Across Examinee Age Groups

Above-level testing (also called above-grade testing, out-of-level testing, and off-level testing) is the practice of administering to a child a test that is designed for an examinee population that is older or in a more advanced grade. Above-level testing is frequently used to help educators design educational interventions for gifted children, especially those who may be candidates for grade skipping or Talent Search programs. However, little research has been conducted on how test items function when administered to a younger population, despite professional standards that require examiners to gather validity evidence when administering a test for a new population. In this article, we explain two studies in which we compared item functioning across two populations of examinees: gifted middle school students and older examinees that the tests were designed for. Results from Study 1 indicated a high correlation between item difficulty statistics for both groups on the Iowa Tests of Basic Skills. Results from Study 2—a mixed-methods study—showed that even though the two groups were similar in ability (as measured by the Reynolds Intellectual Assessment Scales), the high school students completed SAT-M test items more quickly and demonstrated more familiarity with the test content. In both studies, test items generally operate similarly for the two age groups. However, important local curriculum and individual educational history may cause some items to operate differently when administered above level.

Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in cooperation with 2 universities, area education agencies, 6 school districts, 32 elementary teachers, and over 700 students each year. The participating teachers engaged in a yearly summer institute, planned units, implemented this curriculum in the classroom, and contributed to ongoing data collection and analysis. Findings demonstrate that critical embedded language opportunities contribute to an increase in student Iowa Tests of Basic Skills (ITBS) scores in science and language based on level of implementation particularly for elementary students who receive free and reduced lunch (an indicator of living at the poverty level).

Effects of Differentiated Reading on Elementary Students’ Reading Comprehension and Attitudes Toward Reading

In this investigation, we examined the effects of a differentiated reading approach on fourth grade students’ reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model–Reading [SEM-R]) or control (district reading curriculum) conditions. Treatment teachers implemented SEM-R as a supplement to the district curriculum for 1 academic year, whereas control teachers used the district curriculum. Based on multilevel analyses of students’ posttest reading comprehension scores on the Iowa Test of Basic Skills ( n = 358) and attitudes toward reading as measured by the Elementary Reading Attitudes Survey ( n = 429), no statistically significant differences in students’ attitudes toward reading were found, but SEM-R students had significantly higher scores on the comprehension posttest compared with the students in the control schools.

Seeking construct validity grounded in constructivist epistemology: development of the survey of contemporary learning environments

This study focused on the development of a new classroom environment instrument for late-elementary students. The development of the survey of contemporary learning environments (SoCLE) followed a content analysis of three similar instruments on constructivist learning environments and the literature on characteristics of contemporary learning environments. Through a bottom-up development process, grounded in the epistemological foundations of constructivism, we note the difficulty in operationalizing student perceptions of contemporary learning environments and point to challenges in developing well-grounded construct validity. In a field study of 453 fifth–sixth grade students, the SoCLE was defined with three subscales: Reflective Processes (α = 0.68), Ownership (α = 0.65), and Multiple Perspectives (α = 0.53). The Ownership and Multiple Perspectives subscales indicated relationships with overall academic achievement assessed by a nation-wide testing program, the Iowa Tests of Basic Skills. In a multiple linear regression model, ownership predicted the overall composite achievement score, as well as reading comprehension, social studies, and science subscores. Multiple perspectives predicted the language subscore. These findings highlight that characteristics of contemporary learning environments that are epistemologically based may support achievement in late-elementary students.

Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students

Above-level testing is the practice of administering aptitude or academic achievement tests that are designed for typical students in higher grades or older age-groups to gifted or high-achieving students. Although widely accepted in gifted education, above-level testing has not been subject to careful psychometric scrutiny. In this study, I examine reliability data, growth trajectories, distributions, and group differences of above-level test scores obtained from the Iowa Tests of Basic Skills and Iowa Tests of Educational Development. Two hundred twenty-four middle school students participated in this study. All participants were tested at least 1 time for an overall total of 435 times. Longitudinal analyses was performed with hierarchical linear modeling and indicated that substantial differences exist between students from overrepresented ethnicities (White and Asian Americans) and those from underrepresented ethnicities (Hispanic and African Americans) in both initial scores and the rate of score gains. Sex differences existed only for the rate of score increases for above-level reading scores. Socioeconomic differences existed but did not have a unique impact beyond that of the ethnicity variable. A discussion of these results within a wider gifted education context and suggestions for further research are included.

Curriculum-Based Measurement in Science Learning

The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students’ performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min vocabulary-matching probes administered once weekly over a period of 14 weeks. Criterion measures were knowledge pre- and posttests, the science subtest of the Iowa Test of Basic Skills (ITBS), and course grades. Alternate-form reliability coefficients ranged from r = .64 to .84. Coefficients increased over time and by combining scores across probes. Correlations between scores on the vocabulary-matching and criterion measures ranged from r = .55 to .76. The estimated mean group growth rate on the vocabulary-matching measure was .63 correct matches per week, which was significantly different from zero. The measures produced significant interindividual differences in growth rates, and growth on the measures was related to performance on the ITBS, course grades, and pre–post gains on the knowledge test. Results provide initial support for the technical adequacy of vocabulary-matching as an indicator of performance and progress in science.

The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students

The primary goal of Project M2was to develop and field–test challenging geometry and measurement units for all K—2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open–response assessment. Hierarchical linear modeling indicated no significant differences between the experimental (n = 193) and comparison group (n = 192) on the ITBS (84% of items focused on number); thus, mathematics concepts were not negatively impacted by this 12–week study of geometry and measurement. Statistically significant differences (p < .001) with a large effect size (d = 0.89) favored the experimental group on the open–response assessment. Thus, the experimental group exhibited a deeper understanding of geometry and measurement concepts as measured by the open–response assessment while still performing as well on a traditional measure covering all mathematics content.

The Impact of Advanced Geometry and Measurement Curriculum Units on the Mathematics Achievement of First-Grade Students

The goal of Project M2 was to develop and field-test challenging geometry and measurement units for K-2 students. The units were developed using recommendations from gifted, mathematics, and early childhood education. This article reports on achievement results for students in Grade 1 at 12 diverse sites in four states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open-response assessment. Using HLM, as expected there were no statistical differences between the experimental (n = 186) and comparison (n = 174) groups on the ITBS (91% of the items focused on number). Statistically significant differences (p < .001) favoring the experimental group were found on the open-response assessment with a large effect size (d = 1.88). Thus the experimental group exhibited a deeper understanding of geometry and measurement concepts on the open-response assessment while performing as well on a traditional measure that covered all Grade 1 mathematics.

A Path Analysis of the Relationship among Critical Motivational Variables and Achievement in Reform-Oriented Mathematics Curriculum

This study investigated the relationship among critical motivational variables and mathematics achievement as middle grades students engaged in a reform-oriented curriculum, Mathematics in Context. We tested 327 students in fifth, sixth, and seventh grade before and after two years of implementation. We performed a path analysis with subscales representing latent motivational variables and with achievement on the Iowa Test of Basic Skills as the outcome variable. The variables stimulation and control interacted to produce task interest, which, in turn, contributed to achievement gains. Effort was a byproduct of the stimulation afforded by the mathematical tasks. Attributions of success and failure were outcomes of interest. Utility mediated the effort on tasks and the attributions the tasks engendered. Results show that, with curriculum designed to emphasize utility and interest, students forged a high degree of motivation. Also, their achievement increased dramatically, in part, as a function of this increase in motivation.

Adaptation of a Knowledge-Based Instructional Intervention to Accelerate Student Learning in Science and Early Literacy in Grades 1 and 2

This study focused on accelerating the development of in-depth science for students (N = 513) in grades 1-2 as a means for enhancing reading comprehension. Using an adaptation of a grade 35 cognitive-science-based, instructional model (Science IDEAS), the study implemented daily 45 minute instructional periods emphasizing in-depth, cumulative learning of science core-concept “clusters” that provided teachers with a thematic focus for all aspects of science instruction. Results confirmed the feasibility of implementing in-depth science instruction at the primary level and showed through analysis of covariance (ANCOVA) that experimental students obtained significantly higher achievement on nationally-normed Iowa Tests of Basic Skills (ITBS) Reading and ITBS Science subtests than comparable controls. Curricular policy implications for increasing the instructional time for content-area instruction at the primary level are discussed.

Achievement Test Performance in Children Conceived by In Vitro Fertilization

Short-term risks to children conceived by in vitro fertilization (IVF) include adverse perinatal outcomes and birth defects. Little data are available on long-term risks in IVF children, especially for subtle measures of cognitive development. The few studies that have investigated cognitive development in these children have been limited by small sample size, short length of follow-up, nonstandard measures of cognitive ability, or lack of appropriate controls. This retrospective cohort study investigated cognitive function in children conceived by IVF. Academic performance was assessed using the Iowa Tests of Basic Skills (ITBS) for grades 3 to 9 and the Iowa Tests of Educational Development (ITED) for grades 9 to 12. Both the tests have been accepted nationally as valid measures of academic achievement. A university database was used to identify IVF children from 8 to 17 years of age. Parents of these children were contacted by mail and made to complete questionnaires on their children's health, educational development, and the parental level of education. ITBS/ITED scores of enrolled children were obtained for grades 3 to 12 and were compared with the scores of a control group of normally conceived children matched for gender, grade level, calendar year of test administration, and school district. Linear mixed models were used for analysis of the scores. The response rate among parents contacted was 59.4% (295/495), resulting in analysis of 463 children. ITBS/ITED scores were available on 423 of these children (91.4%). For all grades and subtests, the mean scores of IVF children were significantly higher compared with the national average (P < 0.0001) and were higher than the controls for grades 3 to 11. A trend for lower test scores in the IVF children was found among multiple gestations, but the adjusted differences were not statistically significant. Examination of factors that could affect ITBS/ITED scores showed a significant association between scores and mother's and father's level of education, mother's age at delivery, divorce, and child's body mass index. Cryopreservation of embryos, longer embryo culture, and method of insemination had no significant effect on test scores. These findings suggest that the use of IVF does not have a negative effect on cognitive development of children conceived through this technology. The investigators believe that these data should be reassuring to patients who are considering IVF, but longer studies are also needed.