Validity evidence for the IRLA is disaggregated across grade, program, and race/ethnicity¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly

Subclaims¶

q2 i? The study disaggregates validity evidence across grade, program, and race/ethnicity to understand how the assessment functions among demographic categories. → Beth Tarasawa 2016

Evidence¶

Beth Tarasawa 2016¶

Beth Tarasawa, Nicole Ralston, Jacqueline Waggoner, Amy Jackson. (2016). Concurrent validity of the independent reading level assessment framework and a state assessment. Journal of At-Risk Issues, 19(2), 1–8. https://www.nwea.org/research/publication/concurrent-validity-of-the-independent-reading-level-assessment-framework-and-a-state-assessment/

q2 · i? · associational · r?

The abstract states the study "builds on existing literature by disaggregating the validity evidence across grade, program, and race/ethnicity." The available text reports no subgroup results or statistics.

"Furthermore, this study builds on existing literature by disaggregating the validity evidence across grade, program, and race/ethnicity to better understand how the assessment functions amongst varying demographic categories."

Discussion¶

Related Claims¶

• The study collects concurrent validity evidence on the IRLA framework as a potential RTI screening tool — related
• Achievement declines from 2019 to 2022 were smaller for Asian American and White first and second graders than for Hispanic, Black, and AIAN students — related
• Asian and white CPS students score consistently higher than Latino and African-American students in reading and math, and Asian students score significantly higher in math than white students — related
• Gender differences in ninth-grade math grades were similar across racial/ethnic groups, with young men earning fewer points in every group — related
• Systematic racial, ethnic and gender differences in grades persist among students with the same test scores, attendance, courses and teachers — related
• Ninth-grade GPAs varied substantially by gender, race/ethnicity, neighborhood SES, incoming test scores, course level, and school — related
• Kindergarten entry-age effects do not differ by gender or race — related
• Disaggregating by race and income can show aggregate subgroup gaps largely reflect differing subgroup compositions (hypothetical example) — related
• Only 1.3% of articles in top-tier educational psychology journals focused on race — related
• The authors argue the IRLA may help bridge screening and intensive, systematic instruction — related