Search Results
Author: Grissmer, David W.
Resulting in 6 citations.
| 1. |
Berends, Mark Grissmer, David W. Kirby, Sheila Nataraj Williamson, Stephanie |
|
The Changing American Family and Student Achievement Trends Research in Sociology of Education and Socialization 12 (1999): 67-101. Also: http://books.emeraldinsight.com/display.asp?K=9780762302567 Cohort(s): NLSY79 Publisher: JAI Press, Inc. Keyword(s): Divorce; Education, Secondary; Family Characteristics; High School Students; Marriage; Minority Groups; Schooling; Test Scores/Test theory/IRT Data from the 1980 National Longitudinal Survey of Youth & the 1988 National Educational Longitudinal Study were analyzed to determine how family characteristics influenced secondary student achievement, 1970-1990. It was reported that (1) families during the 1970s & 1980s were better able to provide support for educational achievement than during the 1950s & 1960s. (2) Minority families in 1990 were more supportive of educational achievement than those in 1970. (3) Minority students made significant gains in test scores, 1970- 1990. It is concluded that Anglo American students' failure to make similar gains in achievement & the emergence of microlevel alterations to education opportunity in the US require additional study. |
|
|
Bibliography Citation
Berends, Mark, David W. Grissmer, Sheila Nataraj Kirby and Stephanie Williamson. "The Changing American Family and Student Achievement Trends." Research in Sociology of Education and Socialization 12 (1999): 67-101.
|
| 2. |
Grissmer, David W. Flanagan, Ann. |
|
Improving the NAEP Data For Policy Analysis Working Paper, Washington DC: National Center for Educational Statistics, 1997. Also: http://books.nap.edu/books/0309062853/html/45.html#pagetop Cohort(s): NLSY79 Publisher: U.S. Department of Education Keyword(s): Children, Academic Development; Education; Family Influences; Longitudinal Data Sets; Longitudinal Surveys; National Assessment of Educational Progress (NAEP); National Education Longitudinal Survey (NELS) Grissmer and Flanagan combined information from several federal databases to help explore student performance data, define problems areas for close examination, and stimulate discussion of possible solutions. They investigated potential sources of improved performance by combining NAEP information with census data, information from the National Longitudinal Survey of Youth and from the National Education Longitudinal Study. They studied academic gains in relation to data on changing family characteristics, changed education and social policies, and increased investment. Like other analysts, Grissmer and Flanagan found a strong relationship between family variables and academic performance. Most important, however, they found that class size and student/teacher ratio variables bore s lesser but still strong relationship to academic performance, a finding that ran counter to earlier, much publicized research. The smaller class sizes were funded by compensatory educational monies available to minority students and schools during the time period studied. |
|
|
Bibliography Citation
Grissmer, David W. and Ann. Flanagan. "Improving the NAEP Data For Policy Analysis." Working Paper, Washington DC: National Center for Educational Statistics, 1997. |
| 3. |
Grissmer, David W. Flanagan, Ann. |
|
Why Did The Black-White Score Gap Narrow In The 1970s And 1980s? In: The Black-White Test Score Gap. C. Jencks and M. Phillips, eds. Washington, DC: Brookings Institution, 1998: pp. 182-226 Cohort(s): NLSY79 Publisher: Brookings Institution Keyword(s): Current Population Survey (CPS) / CPS-Fertility Supplement; Education; National Assessment of Educational Progress (NAEP); National Education Longitudinal Survey (NELS); Racial Differences; Test Scores/Test theory/IRT Grissmer and his colleagues look at several different educational changes that may have had an impact on the rise in black students' test scores. They find that some changes in education appear to have mattered more than others. To determine how trends in test scores are related to other social changes, the authors relate National Assessment of Educational Progress (NAEP) data to family characteristics from the Current Population Survey and the National Education Longitudinal Survey and the National Longitudinal Survey of Youth. |
|
|
Bibliography Citation
Grissmer, David W. and Ann. Flanagan. "Why Did The Black-White Score Gap Narrow In The 1970s And 1980s? " In: The Black-White Test Score Gap. C. Jencks and M. Phillips, eds. Washington, DC: Brookings Institution, 1998: pp. 182-226
|
| 4. |
Grissmer, David W. Grimm, Kevin J. Aiyer, Sophie M. Murrah, William M. Steele, Joel S. |
|
Fine Motor Skills and Early Comprehension of the World: Two New School Readiness Indicators Developmental Psychology 46,5 (September 2010): 1008-1017. Also: http://psycnet.apa.org/journals/dev/46/5/1008/ Cohort(s): Children of the NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Behavior Problems Index (BPI); British Cohort Study (BCS); Cross-national Analysis; Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Home Observation for Measurement of Environment (HOME); Methods/Methodology; Motor and Social Development (MSD); Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Entry/Readiness; Temperament This paper extends the work of Duncan et al. (2007) that utilized six longitudinal data sets to identify the kindergarten readiness factors best predicting longer term achievement. Their results identified kindergarten math and reading readiness and attention as the primary predictors, while finding no effects from social skills, internalizing, and externalizing behavior. We incorporate motor skill measures from three of the data sets and find that fine motor skills are an additional strong predictor of later achievement. Fine motor skills and attention have similar predictive strength for math, but attention has a somewhat greater effect for reading. Evidence suggests that skills linked to attention and fine motor skills may remain the strongest developmental skills predicting later achievement. |
|
|
Bibliography Citation
Grissmer, David W., Kevin J. Grimm, Sophie M. Aiyer, William M. Murrah and Joel S. Steele. "Fine Motor Skills and Early Comprehension of the World: Two New School Readiness Indicators ." Developmental Psychology 46,5 (September 2010): 1008-1017.
|
| 5. |
Grissmer, David W. Kirby, Sheila Nataraj Berends, Mark Williamson, Stephanie |
|
Student Achievement and the Changing American Family MR-488-LE, Rand Corporation, Institute on Education and Training, 1994. Also: http://www.rand.org/pubs/monograph_reports/2006/MR488.pdf Cohort(s): NLSY79 Publisher: RAND Keyword(s): Age at First Birth; Demography; Family Characteristics; Family Environment; Family Size; Income; Labor Force Participation; Minority Groups; National Education Longitudinal Survey (NELS); Parents, Single Perceived declines in student achievement and family environment and the perceived ineffectiveness of increases in educational expenditures have stimulated the present investigation, which focuses primarily on estimating the change in achievement test scores that can be attributed to changing family and demographic characteristics. Family characteristics included in the analysis were income, family size, parental education levels, age of the mother at the child's birth, labor-force participation of the mother, and single-parent families. The analysis estimates effects of family changes on achievement scores of a national sample of students aged 14 to 17 in 1970 to 1975 and 1990 using the National Longitudinal Survey of Youth of 1980 and the National Education Longitudinal Survey of 1988. Using test scores as the sole measure of the effects of changes in the family provides no evidence of a deteriorating family environment for youth in 1990 compared to the same age group in 1970-1975. This study does not support the view that the schools of the 1970s and 1980s have deteriorated in significant ways with respect to the schools of the 1950s and 1960s in their instruction, and it suggests that schools have made significant progress in decreasing educational inequalities for minorities. Eighteen tables and 44 figures illustrate the discussion. (Contains 82 references.) (SLD) |
|
|
Bibliography Citation
Grissmer, David W., Sheila Nataraj Kirby, Mark Berends and Stephanie Williamson. Student Achievement and the Changing American Family. MR-488-LE, Rand Corporation, Institute on Education and Training, 1994.. |
| 6. |
Grissmer, David W. Kirby, Sheila Nataraj Berends, Mark Williamson, Stephanie |
|
Student Performance and the Changing American Family RB-8009, RAND Research Brief Series, December 1994. Also: http://www.rand.org/pubs/research_briefs/RB8009.html Cohort(s): NLSY79 Publisher: RAND Keyword(s): Age at First Birth; Demography; Family Characteristics; Family Environment; Income; Labor Force Participation; Minority Groups; National Education Longitudinal Survey (NELS); Parents, Single; Test Scores/Test theory/IRT; Tests and Testing This research brief describes work documented in Student Achievement and the Changing American Family (MR-488-LE). Full document online: http://www.rand.org/content/dam/rand/pubs/research_briefs/2009/RB8009.pdf Critics of American education frequently blame lagging student performance on the deteriorating American family structure. Moreover, it is widely asserted that substantial spending on schools and social programs over the past two decades has failed to reverse the educational downtrend. However, a recent study conducted by RAND’s Institute for Education and Training sharply challenges this view. First, the study points out that prior research--contrary to public perception--has reported gains in student performance between 1970 and 1990, as measured by nationally representative test score data. The largest gains were made by minority students, although a substantial gap still remains. Second, the study finds that demographic trends affecting the family over this time period contributed to rising test scores. Third, the minority gains cannot be fully explained by changing family characteristics, suggesting that we need to look to other factors for explanations. The most likely explanations are rising public investment in schools and families and equal educational opportunity policies. |
|
|
Bibliography Citation
Grissmer, David W., Sheila Nataraj Kirby, Mark Berends and Stephanie Williamson. "Student Performance and the Changing American Family." RB-8009, RAND Research Brief Series, December 1994. |