We investigated how high school mathematics course placement contributes to inequalities in college preparation for students categorized as "English Learners" (ELs), especially "long-term" English Learners (LTELs). We devised a base-2 enumeration approach that allowed us to process complex transcript data from one school…

This study explores the effects of extensive audio-visual input with three captioning modes -- unenhanced captions, textually enhanced captions, and no captions -- on learning a variety of L2 grammatical constructions and examines the effects of three learnability factors: construction type, frequency, and recency. A total of 112 participants…

This paper presents an approach to standard setting that combines the prototype group method (PGM; Eckes, 2012) with a receiver operating characteristic (ROC) analysis. The combined PGM-ROC approach is applied to setting cut scores on a placement test of English as a foreign language (EFL). To implement the PGM, experts first named learners whom…

A total of 47 gifted and nongifted African American and Euro-American elementary students were rated by their teachers on a multidimensional instrument developed to minimize language considerations and to rely on local norms (Universal Multiple Abilities Scales [UMAS; McCallum & Bracken, 2012a]). Results from two factorial MANOVAs revealed no…

In California, Algebra I is the 8th grade math content standard. The United States Department of Education found the annual 8th grade General Math California Standards Test to be out of compliance with the federal No Child Left Behind Act of 2001 since it assesses 6th and 7th grade math standards and not Algebra I math content. In response to the…

This paper explores the feasibility of neural computing methods such as artificial neural networks (ANNs) and abductory induction mechanisms (AIM) for use in educational measurement. ANNs and AIMS methods are contrasted with more traditional statistical techniques, such as multiple regression and discriminant function analyses, for making…

This article reports the academic and special education status of 129 graduates of special education preschools at 19 years of age. Participants had been randomly assigned to either direct instruction or mediated learning preschool classrooms. At age 19, their achievement was approximately one standard deviation below average. Consistent with…