Fewer substantial differences between student groups occurred for behavioral indicators than for academic indicators of postsecondary readiness and success¶

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? The largest number of substantial differences in behavioral indicators was four per student group, compared with six or seven for academic indicators. → Hester 2022

Evidence¶

Hester 2022¶

Hester, C., Lazarev, V., Zacamy, J., Nardi, C., & Feygin, A. (2022). Student group differences in Arkansas' indicators of postsecondary readiness and success. Regional Educational Laboratory Southwest. https://ies.ed.gov/ncee/edlabs/regions/southwest/rel_2023-145.asp

q2 · i? · associational · r2

Descriptive analysis of the same statewide cohort data comparing behavioral indicator attainment (suspension, expulsion, attendance) across student groups. The authors report "substantial differences occurred in four behavioral indicators" for the groups with the most differences, fewer than the six or seven for academic indicators.

"However, for all of these groups, substantial differences occurred in four behavioral indicators (table 2, last column) compared with substantial differences in six or seven academic indicators (see table 1, last column)."

Discussion¶

Related Claims¶

• Substantial differences in attaining academic indicators of postsecondary readiness occurred for most student groups, with the largest number between Black and White students, NSLP-eligible and ineligible students, and students entering grade 6 after age 13 — related
• Raw postsecondary data are useful for descriptive purposes but may not give educators substantial new information beyond high school indicators — related
• Predictive accuracy of middle and high school indicators did not vary substantially between student groups — related
• Predictive specificity was substantially higher for NSLP-eligible, English learner, disabled, and older-entry students, with the largest difference for middle school students with disabilities predicting college enrollment — related
• Never being expelled in high school was a substantially stronger predictor of college enrollment for Hispanic, English learner, older-entry, and town/rural students than for their counterparts — related