Studying Racial Differences in Longitudinal Core Profiles: The Profile Analysis via Multidimensional Scaling Approach

• In Event: Poster Session 2
  In Poster Session: Division D Section 2 Poster Session 1

Abstract

In this study we conducted profile analysis via multidimensional scaling (PAMS) with Mathematics and Reading data from Early Child Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K). Two longitudinal core profiles were identified. The first core profile was labeled as Grade Difficulty Profile (GDP) and the second one as Grade Improvement Profile (GIP). 94% of total variance in Math and Reading was accounted for by two core profiles, implying that GDP and GIP worked well as core profiles for student longitudinal profiles of observed scores. In regression analysis, GDP predicted the 8th grade Reading better, whereas GIP predicted the 8th grade Math better, indicating differential predictability of the core profiles for future performance. Finally, educational significance of PAMS was included.

Authors

• Se-Kang Kim, Fordham University

• Andrea McNamara, Fordham University