Statistical Modeling of the National Assessment of Educational Progress
The purpose of this book is to evaluate a new approach to the analysis and reporting of the large-scale surveys for the National Assessment of Educational Progress carried out for the National Center for Education Statistics. The need for a new approach w
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Statistics for Social and Behavioral Sciences Series Editors: S. E. Fienberg W. J. van der Linden
For other titles published in this series, go to http://www.springer.com/series/3463
Murray Aitkin • Irit Aitkin
Statistical Modeling of the National Assessment of Educational Progress
1C
Murray Aitkin Department of Mathematics and Statistics University of Melbourne Melbourne Victoria 3010 Australia [email protected]
Irit Aitkin Department of Mathematics and Statistics University of Melbourne Melbourne Victoria 3010 Australia [email protected]
ISBN 978-1-4419-9936-8 e-ISBN 978-1-4419-9937-5 DOI 10.1007/978-1-4419-9937-5 Springer New York Dordrecht Heidelberg London Library of Congress Control Number: 2011927940 © Murray Aitkin and Irit Aitkin 2011 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
This book is a description of research and data analysis carried out by the authors with substantial funding from the National Center for Education Statistics (NCES) and the Institute of Education Sciences (IES), divisions of the U.S. Department of Education, in partnership with the American Institutes for Research (AIR). The purpose of this work was to evaluate a new approach to the analysis and reporting of the large-scale surveys for the National Assessment of Educational Progress (NAEP) carried out for the NCES. The new approach was based on a full statistical and psychometric model for students’ responses to the test items, taking into account the design of the survey, the backgrounds of the students, and the classes, schools and communities in which the students were located. The need for a new approach was driven by two unrelated issues: the demands for secondary analysis of the survey data by educational and other researchers who needed analyses more detailed than those published by NCES, and the need to accelerate the processing and publication of results from the surveys. The modeling approach is complex and computationally intensive, but less so than the existing methods used for these surveys, and it has the twin advantages of efficiency in the statistical sense – making full use of the information in the data – and optimality : given the validity of the statistical model, this form of analysis is superior to any
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