Predictability of a Reading Progress Monitoring Test and Sociodemographic Factors for Florida Comprehensive Achievement Test Outcomes

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-3 - Validity and Construction in Assessment of Student Learning

Abstract

Few studies have explored the efficacy of the Florida Assessment in Reading Instruction (FAIR). Mandated by NCLB, this assessment gauges student mastery of curricular standards. This study addressed to what extent: 1. Socio-economic status, race, and disability status predicted 4993 middle school reading FCAT 2.0 outcomes; 2. FAIR reading predicted FCAT 2.0 reading outcomes, and 3. FAIR comprehension percentile scores predicted variance beyond socio-economic status, race and disability status? Regression models were used to analyze a de-identified dataset. Socio-demographic variables explained 44% of variance in FCAT scores; FAIR comprehension percentile scores and socio-demographic indicators explained 65% of the variance. Understanding how socio-demographic factors influence progress monitoring performance can assist in making appropriate curricular and instructional decisions that benefit students.

Authors

• Melissa Moneypenny Pratto, Alachua County Public Schools

• Linda Behar-Horenstein, University of Florida