PSAE component-test scores are highly correlated within and across subjects, with ACT science and ISBE science correlating at r = 0.74 in 2004¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2 · i3 large
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2008: tool and model accuracy changes quickly

Subclaims¶

q2 i3 The correlation between ACT science and ISBE-developed science scores was r = 0.74 in 2004, close to the maximum possible correlation of 0.87 given test reliabilities. → Stephen M. Ponisciak 2005 q2 i3 The correlation between ACT English and ISBE-developed writing scores was r = 0.63 in 2004, with similar correlations from 2001 to 2003. → Stephen M. Ponisciak 2005 (2) q2 i? Performance levels are consistent across subjects: of students at academic warning in math in 2004, 44 percent were also at academic warning and 53 percent below standards in reading. → Stephen M. Ponisciak 2005 (3)

Evidence¶

Stephen M. Ponisciak 2005¶

Stephen M. Ponisciak. (2005). Understanding the Prairie State Achievement Exam: A descriptive report with analysis of student performance. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/understanding-prairie-state-achievement-exam-descriptive-report-analysis-student

q2 · i3 · associational · r2

Correlational analysis of 2004 CPS PSAE component scores; the printed correlation is r = 0.74, a large effect size. The report states "The correlation of students' scores on the ACT science test with scores on the ISBE-developed science test was 0.74 in 2004," explaining 55 percent of shared variability against a maximum possible of 0.87 given reliability.

"The correlation of students' scores on the ACT science test with scores on the ISBE-developed science test was 0.74 in 2004."

Stephen M. Ponisciak 2005 (2)¶

Stephen M. Ponisciak. (2005). Understanding the Prairie State Achievement Exam: A descriptive report with analysis of student performance. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/understanding-prairie-state-achievement-exam-descriptive-report-analysis-student

q2 · i3 · associational · r2

Same correlational analysis for the writing/English pair; the printed correlation is r = 0.63, a large effect size. The report states "The correlation of students' ACT English scores with ISBE-developed writing scores was 0.63 in 2004," explaining 40 percent of variability against a maximum of 77 percent.

"The correlation of students' ACT English scores with ISBE-developed writing scores was 0.63 in 2004, with similar correlations from 2001 to 2003."

Stephen M. Ponisciak 2005 (3)¶

Stephen M. Ponisciak. (2005). Understanding the Prairie State Achievement Exam: A descriptive report with analysis of student performance. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/understanding-prairie-state-achievement-exam-descriptive-report-analysis-student

q2 · i? · associational · r2

Cross-tabulation of 2004 math and reading performance levels (Figure 12, raw scale-score correlation 0.75). The report states "44 percent were in the academic warning category and 53 percent were below standards on the PSAE reading test" among math academic-warning students; 9,165 students did not meet standards on either test.

"In 2004, 20 percent of all students who took the math portion of the PSAE received the academic warning designation. Of these students, 44 percent were in the academic warning category and 53 percent were below standards on the PSAE reading test."

Discussion¶

Related Claims¶

• ITBS and ISAT scores are highly correlated among CPS students in reading (r = 0.83 to 0.85) and mathematics (r = 0.86 to 0.87) — related
• CPS students met or exceeded PSAE standards at about half the Illinois rate, with science the weakest subject — related