Average course-specific test scores decrease as grade level increases, reflecting ability self-selection¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Descriptive statistics show average test scores decreased as grades increased for each course-specific test, with lower-grade students tending to perform better and achieve more between-term growth than students at the targeted grade. → Wei He 2022

Evidence¶

Wei He 2022¶

Wei He. (2022). Achievement and Growth Norms for Course-Specific MAP® Growth™ Tests. NWEA Research Report. https://www.nwea.org/research/publication/achievement-and-growth-norms-for-course-specific-map-growth-tests/

q2 · i? · associational · r2

Descriptive analysis of summary statistics (Table 3.1) for the norming sample of Grades 6–12 test events across seven subjects. The report states "average test scores decreased as grades increased for each course-specific test" and that lower-grade students tend to achieve more between-term growth, which the authors attribute to higher self-selection on ability or readiness in earlier grades.

"This table indicates that, with few exceptions, average test scores decreased as grades increased for each course-specific test. Lower-grade students (i.e., Grades 6–8 students) tend to perform better than the students of the grade at which a course is usually targeted"

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Cross-grade score patterns show self-selection: lower-grade students taking a course-specific test tend to outperform students at the grade the course targets, and upper-grade students tend to underperform them. — possibly the same claim (merge candidate)
• Fish pond effects: above-norm students became more likely to fail algebra when their skills were low relative to classroom peers after sorting — related