David Grissmer - Academia.edu (original) (raw)

Papers by David Grissmer

Center on Education Policy, Nov 1, 2008

and Roy Truby. I appreciate their remarkably helpful recommendations. Several of these individual... more and Roy Truby. I appreciate their remarkably helpful recommendations. Several of these individuals were also kind enough to review an early draft of the paper. Clearly, any shortcomings in this paper are mine, not theirs. I am also indebted to Kay Uchiyama, who took the lead in scrutinizing 50 years' worth of federal legislation related to U.S. educational assessment. Her efforts were truly invaluable.

Education Policy Analysis Archives, 2014

The short-term emphasis engendered by No Child Left Behind (NCLB) has focused research predominan... more The short-term emphasis engendered by No Child Left Behind (NCLB) has focused research predominantly on unraveling the complexities and uncertainties in assessing short-term results, rather than developing methods and assessing results over the longer term. In this paper we focus on estimating long-term gains and address questions important to evaluating schools and identifying educational policies and practices that produce long-term sustained gains. Estimates are made of annual pass rates on state exams using fixed effect models for six years of pass rates at grades 3, 6, 8 and 10; the percentages of schools making statistically significant gains, gains, losses, and statistically significant losses in pass rates are determined. Estimates are contrasted using models that include and exclude demographic characteristics. The percentages of schools with statistically significant gains varied markedly from 38 to 6 at grades 6 and 10, respectively; the percentage of schools with statist...

Teachers College Record: The Voice of Scholarship in Education, 1997

... D AVID GRISSMER AND SHEILA NATARAJ KIRBY RAND Corporation ... More complex models are needed ... more ... D AVID GRISSMER AND SHEILA NATARAJ KIRBY RAND Corporation ... More complex models are needed to incorporate all of the factors and produce good estimates of the number of new teachers needed by year and the sensitivity of estimates to changes in key parameters. ...

Improving the Education of Native American Children he No Child Left Behind (NCLB) legislation en... more Improving the Education of Native American Children he No Child Left Behind (NCLB) legislation enacted in 2002 places emphasis on improving student achievement, particularly the achievement of minority and disadvantaged students. The focus on minority and disadvantaged students arises because their scores traditionally lag behind the scores of white and/or advantaged students. Among minority and disadvantaged groups there is much research and achievement data that has focused on measuring and explaining the achievement of black and disadvantaged white students. Less research has been done on Hispanic students. In comparison to each of these groups, there has been very little research and data collected on measuring and explaining the achievement of Native American students. The lack of emphasis on Native American achievement partly arises because the total student population is much smaller than the black, Hispanic or disadvantaged white populations. In 2000, about 1.5 percent of Am...

PsycEXTRA Dataset

Critics of American education frequently blame lagging student performance on the deteriorating A... more Critics of American education frequently blame lagging student performance on the deteriorating American family structure. Moreover, it is widely asserted that substantial spending on schools and social programs over the past two decades has failed to reverse the educational downtrend. However, a recent study conducted by RAND's Institute for Education and Training sharply challenges this view. First, the study points out that prior research-contrary to public perception-has reported gains in student performance between 1970 and 1990, as measured by nationally representative test score data. The largest gains were made by minority students, although a substantial gap still remains. Second, the study finds that demographic trends affecting the family over this time period contributed to rising test scores. Third, the minority gains cannot be fully explained by changing family characteristics, suggesting that we need to look to other factors for explanations. The most likely explanations are rising public investment in schools and families and equal educational opportunity policies.

Unclassified 2a. SECURITY CLASSIFICATION AUTHORITY 3. DISTRIBUTION/ AVAILABILITY OF REPORT Approv... more Unclassified 2a. SECURITY CLASSIFICATION AUTHORITY 3. DISTRIBUTION/ AVAILABILITY OF REPORT Approved for public release; 2b. DECLASSIFICATION I DOWNGRADING SCHEDULE disribution unlicited s distribution unlimited. 4. PERFORMING ORGANIZATION REPORT NUMBER(S) S. MONITORING ORGANIZATION REPORT NUMBER(S)

Child development, Jan 9, 2017

This study explored transactional associations among visuomotor integration, attention, fine moto... more This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.

Abstract : Describes the 1978 survey administered to a worldwide sample of active force personnel... more Abstract : Describes the 1978 survey administered to a worldwide sample of active force personnel in all four services. The survey was conducted between January and June 1979. The survey was one of several interrelated collection efforts of the Rand-DoD Survey Group, a component of the Rand Manpower, Mobilization and Readiness Program. The first four sections of this note describe the rationale of the survey, sample and weighting procedures, and data-processing procedures, especially those with analytic implications. The codebook sections reproduce each question in the four questionnaires, together with every permissible response category. Variable-specific explanatory notes also appear. The files for this survey contain a total of 57,590 records: 21,565 for Form 1 (enlisted personnel), 16,773 for Form 2 (enlisted personnel), 9,632 for Form 3 (officers), and 9,570 for Form 4 (officers). (See also N-1453 and N-1458.) (Author)

Abstract : The 1979 Reserve Force Studies Surveys were designed to provide the Office of the Depu... more Abstract : The 1979 Reserve Force Studies Surveys were designed to provide the Office of the Deputy Assistant Secretary of Defense (Reserve Affairs) (ODASD-RA) and the Army Reserve Components with data that can support policy formulation and research on reserve force manning problems. Since the end of the draft, concern about the reserve forces has focused on the continuing declines in Selected Reserve personnel strength, particularly in the Army National Guard and Army Reserve where manpower shortfalls are most severe. The increased concern about reserve supply has led to the implementation of a range of different Selected Reserve programs in the past two years and additional programs are under discussion. However, analyses which identify the approach or mix of approaches which may be appropriate for addressing reserve force manning problems are limited. Data collected in the 1979 Reserve Force Studies Surveys will make possible analyses which focus on reserve force unit manning problems and the assessment of strategies for strength improvement. (Author)

Center on Education Policy, Nov 1, 2008

and Roy Truby. I appreciate their remarkably helpful recommendations. Several of these individual... more and Roy Truby. I appreciate their remarkably helpful recommendations. Several of these individuals were also kind enough to review an early draft of the paper. Clearly, any shortcomings in this paper are mine, not theirs. I am also indebted to Kay Uchiyama, who took the lead in scrutinizing 50 years' worth of federal legislation related to U.S. educational assessment. Her efforts were truly invaluable.

Education Policy Analysis Archives, 2014

The short-term emphasis engendered by No Child Left Behind (NCLB) has focused research predominan... more The short-term emphasis engendered by No Child Left Behind (NCLB) has focused research predominantly on unraveling the complexities and uncertainties in assessing short-term results, rather than developing methods and assessing results over the longer term. In this paper we focus on estimating long-term gains and address questions important to evaluating schools and identifying educational policies and practices that produce long-term sustained gains. Estimates are made of annual pass rates on state exams using fixed effect models for six years of pass rates at grades 3, 6, 8 and 10; the percentages of schools making statistically significant gains, gains, losses, and statistically significant losses in pass rates are determined. Estimates are contrasted using models that include and exclude demographic characteristics. The percentages of schools with statistically significant gains varied markedly from 38 to 6 at grades 6 and 10, respectively; the percentage of schools with statist...

Teachers College Record: The Voice of Scholarship in Education, 1997

... D AVID GRISSMER AND SHEILA NATARAJ KIRBY RAND Corporation ... More complex models are needed ... more ... D AVID GRISSMER AND SHEILA NATARAJ KIRBY RAND Corporation ... More complex models are needed to incorporate all of the factors and produce good estimates of the number of new teachers needed by year and the sensitivity of estimates to changes in key parameters. ...

Improving the Education of Native American Children he No Child Left Behind (NCLB) legislation en... more Improving the Education of Native American Children he No Child Left Behind (NCLB) legislation enacted in 2002 places emphasis on improving student achievement, particularly the achievement of minority and disadvantaged students. The focus on minority and disadvantaged students arises because their scores traditionally lag behind the scores of white and/or advantaged students. Among minority and disadvantaged groups there is much research and achievement data that has focused on measuring and explaining the achievement of black and disadvantaged white students. Less research has been done on Hispanic students. In comparison to each of these groups, there has been very little research and data collected on measuring and explaining the achievement of Native American students. The lack of emphasis on Native American achievement partly arises because the total student population is much smaller than the black, Hispanic or disadvantaged white populations. In 2000, about 1.5 percent of Am...

PsycEXTRA Dataset

Critics of American education frequently blame lagging student performance on the deteriorating A... more Critics of American education frequently blame lagging student performance on the deteriorating American family structure. Moreover, it is widely asserted that substantial spending on schools and social programs over the past two decades has failed to reverse the educational downtrend. However, a recent study conducted by RAND's Institute for Education and Training sharply challenges this view. First, the study points out that prior research-contrary to public perception-has reported gains in student performance between 1970 and 1990, as measured by nationally representative test score data. The largest gains were made by minority students, although a substantial gap still remains. Second, the study finds that demographic trends affecting the family over this time period contributed to rising test scores. Third, the minority gains cannot be fully explained by changing family characteristics, suggesting that we need to look to other factors for explanations. The most likely explanations are rising public investment in schools and families and equal educational opportunity policies.

Unclassified 2a. SECURITY CLASSIFICATION AUTHORITY 3. DISTRIBUTION/ AVAILABILITY OF REPORT Approv... more Unclassified 2a. SECURITY CLASSIFICATION AUTHORITY 3. DISTRIBUTION/ AVAILABILITY OF REPORT Approved for public release; 2b. DECLASSIFICATION I DOWNGRADING SCHEDULE disribution unlicited s distribution unlimited. 4. PERFORMING ORGANIZATION REPORT NUMBER(S) S. MONITORING ORGANIZATION REPORT NUMBER(S)

Child development, Jan 9, 2017

This study explored transactional associations among visuomotor integration, attention, fine moto... more This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.

Abstract : Describes the 1978 survey administered to a worldwide sample of active force personnel... more Abstract : Describes the 1978 survey administered to a worldwide sample of active force personnel in all four services. The survey was conducted between January and June 1979. The survey was one of several interrelated collection efforts of the Rand-DoD Survey Group, a component of the Rand Manpower, Mobilization and Readiness Program. The first four sections of this note describe the rationale of the survey, sample and weighting procedures, and data-processing procedures, especially those with analytic implications. The codebook sections reproduce each question in the four questionnaires, together with every permissible response category. Variable-specific explanatory notes also appear. The files for this survey contain a total of 57,590 records: 21,565 for Form 1 (enlisted personnel), 16,773 for Form 2 (enlisted personnel), 9,632 for Form 3 (officers), and 9,570 for Form 4 (officers). (See also N-1453 and N-1458.) (Author)

Abstract : The 1979 Reserve Force Studies Surveys were designed to provide the Office of the Depu... more Abstract : The 1979 Reserve Force Studies Surveys were designed to provide the Office of the Deputy Assistant Secretary of Defense (Reserve Affairs) (ODASD-RA) and the Army Reserve Components with data that can support policy formulation and research on reserve force manning problems. Since the end of the draft, concern about the reserve forces has focused on the continuing declines in Selected Reserve personnel strength, particularly in the Army National Guard and Army Reserve where manpower shortfalls are most severe. The increased concern about reserve supply has led to the implementation of a range of different Selected Reserve programs in the past two years and additional programs are under discussion. However, analyses which identify the approach or mix of approaches which may be appropriate for addressing reserve force manning problems are limited. Data collected in the 1979 Reserve Force Studies Surveys will make possible analyses which focus on reserve force unit manning problems and the assessment of strategies for strength improvement. (Author)