Bess A Rose | University of Maryland School of Social Work (original) (raw)
Uploads
Education Papers by Bess A Rose
Changes in school environments are sources of instability and stress for children. The social, ed... more Changes in school environments are sources of instability and stress for children. The social, educational, residential, and familial changes that usually accompany school changes are likely to exacerbate this stress and negatively impact academic performance. The full range of these changes that occur with school changes, and their relative effects on performance, have not been studied. Using administrative records documenting the educational histories of a representative sample of public school students, this study estimated the effect of mobility on academic grade point average, and the variation in this effect among different types of concurrent changes in children’s social, educational, residential, and familial environments, controlling for students’ prior achievement, personal characteristics, chronic absence from school, and school membership. Multilevel growth curve modeling was used to account for the nesting of annual measures within students and students within schools; cross-classification and multiple membership were used to account for all of the schools that students attended since beginning first grade. Overall each school change that a student experienced was associated with a deficit of 0.02 GPA points in the year of the change compared to similar students who had not changed schools. The study found greater declines in academic performance when students experienced changes in social, residential, and familial environments concurrent with school changes. Relatively stable school changes in which students moved with groups of peers, not triggered by changes in residence or specifically targeting individual students, had neutral effects on academic performance. Solo transfers, on the other hand, triggered by residential transfers with family structure change or financial issues, were negatively associated with academic performance; this negative effect was likely due to the loss of neighborhood and family stability in addition to the disruption of school-based social ties and academic routines. Further investigation is warranted into strategies to support students who are experiencing stress from changes that trigger school transfers, particularly those involving family structure changes or financial issues.
The complete school histories of a random statewide sample of 6,455 students were analyzed using ... more The complete school histories of a random statewide sample of 6,455 students were analyzed using cross-classified multiple membership growth curve modeling to estimate the immediate and persistent effects of school changes on GPA and the variation in these effects across the full spectrum of reasons for school changes. Overall, students experienced a drop of about .07 points in academic grade point average for each move in a given year as well as for each move in prior years. Changes due to concurrent residential and family changes had the largest negative short-term and long-term impacts on GPA.
The complete school histories of a random statewide sample of 6,455 students were analyzed using ... more The complete school histories of a random statewide sample of 6,455 students were analyzed using cross-classified multiple membership growth curve modeling to estimate the immediate and persistent effects of school changes on GPA and the variation in these effects across the full spectrum of reasons for school changes. Overall, students experienced a drop of about .07 points in academic grade point average for each move in a given year as well as for each move in prior years. Changes due to concurrent residential and family changes had the largest negative short-term and long-term impacts on GPA.
Frequently in evaluation settings we encounter situations where participants belong to multiple c... more Frequently in evaluation settings we encounter situations where participants belong to multiple clusters (e.g., schools or classrooms) over the course of study. Student mobility between schools has a negative relationship with academic performance and thus may confound evaluation findings. The importance of using appropriate modeling strategies in these situations has been demonstrated in the research literature (Grady & Beretvas, 2010; Luo & Kwok, 2012). This demonstration will explain the concepts of multiple membership and cross-classification, walk through examples from the literature showing the impact of disregarding these structures in analysis, and demonstrate the use of multilevel modeling software packages (HLM, MLwiN) to account for these data structures in analyzing repeated measures data. Some familiarity with multi-level modeling is assumed.
Students who change schools are the norm rather than the exception in U.S. public schools today. ... more Students who change schools are the norm rather than the exception in U.S. public schools today. Because mobile students are nested within multiple schools rather than a single school, correctly analyzing student-level data requires the use of cross-classified, multiple membership (CCMM) non-hierarchical models. This study demonstrates the use of CCMM modeling in an investigation of the effect of mobility on academic achievement and the variation of this effect among schools. Using a statewide stratified random sample, it focuses on the grade 6 CTBS reading scores of 1504 students attending 215 schools in grade 6 and 640 schools prior to grade 6. The relationship between mobility and reading scores was found to be non-significant on average, but this varied significantly among schools. Mobility gaps were especially large in schools with higher overall levels of achievement. While the proportion of variation in grade 6 reading scores was due largely to student-level factors no matter the students’ mobility patterns, these individual factors were much more significant for highly mobile students (i.e. those who attended multiple schools during their grade 6 year).
This capstone reports the design, development and summative evaluation of an instructional produc... more This capstone reports the design, development and summative evaluation of an instructional product teaching program managers at the Maryland State Department of Education how to create logic models. Formal assessments demonstrated that 100% of students achieved the course objectives. Participants' attitudes towards logic models, as measured by a pre-post survey, improved: the percentage of participants with desired attitudes increased for 12 of the 18 survey items, and the percentage of learners demonstrating desired attitudes increased from 59.7% to 69.4%. In interviews, participants indicated belief in the effectiveness of the instruction, but identified factors that impeded its impact. Division leaders should continue to provide the instruction, but provide the course online and allow participants to accrue compensatory time.
Society for Research on Educational Effectiveness, Jan 1, 2011
... 2040 Sheridan Road, Evanston, IL 60208. Tel: 847-467-4001; Fax: 847-467-2459; e-mail: inquiri... more ... 2040 Sheridan Road, Evanston, IL 60208. Tel: 847-467-4001; Fax: 847-467-2459; e-mail: inquiries@sree.org; Web site: http://www.sree.org. Publication Date: 2011-00-00. ... Level: N/A. Institutions: Society for Research on Educational Effectiveness (SREE). Sponsors: N/A. ...
Comparative Literature Papers by Bess A Rose
Changes in school environments are sources of instability and stress for children. The social, ed... more Changes in school environments are sources of instability and stress for children. The social, educational, residential, and familial changes that usually accompany school changes are likely to exacerbate this stress and negatively impact academic performance. The full range of these changes that occur with school changes, and their relative effects on performance, have not been studied. Using administrative records documenting the educational histories of a representative sample of public school students, this study estimated the effect of mobility on academic grade point average, and the variation in this effect among different types of concurrent changes in children’s social, educational, residential, and familial environments, controlling for students’ prior achievement, personal characteristics, chronic absence from school, and school membership. Multilevel growth curve modeling was used to account for the nesting of annual measures within students and students within schools; cross-classification and multiple membership were used to account for all of the schools that students attended since beginning first grade. Overall each school change that a student experienced was associated with a deficit of 0.02 GPA points in the year of the change compared to similar students who had not changed schools. The study found greater declines in academic performance when students experienced changes in social, residential, and familial environments concurrent with school changes. Relatively stable school changes in which students moved with groups of peers, not triggered by changes in residence or specifically targeting individual students, had neutral effects on academic performance. Solo transfers, on the other hand, triggered by residential transfers with family structure change or financial issues, were negatively associated with academic performance; this negative effect was likely due to the loss of neighborhood and family stability in addition to the disruption of school-based social ties and academic routines. Further investigation is warranted into strategies to support students who are experiencing stress from changes that trigger school transfers, particularly those involving family structure changes or financial issues.
The complete school histories of a random statewide sample of 6,455 students were analyzed using ... more The complete school histories of a random statewide sample of 6,455 students were analyzed using cross-classified multiple membership growth curve modeling to estimate the immediate and persistent effects of school changes on GPA and the variation in these effects across the full spectrum of reasons for school changes. Overall, students experienced a drop of about .07 points in academic grade point average for each move in a given year as well as for each move in prior years. Changes due to concurrent residential and family changes had the largest negative short-term and long-term impacts on GPA.
The complete school histories of a random statewide sample of 6,455 students were analyzed using ... more The complete school histories of a random statewide sample of 6,455 students were analyzed using cross-classified multiple membership growth curve modeling to estimate the immediate and persistent effects of school changes on GPA and the variation in these effects across the full spectrum of reasons for school changes. Overall, students experienced a drop of about .07 points in academic grade point average for each move in a given year as well as for each move in prior years. Changes due to concurrent residential and family changes had the largest negative short-term and long-term impacts on GPA.
Frequently in evaluation settings we encounter situations where participants belong to multiple c... more Frequently in evaluation settings we encounter situations where participants belong to multiple clusters (e.g., schools or classrooms) over the course of study. Student mobility between schools has a negative relationship with academic performance and thus may confound evaluation findings. The importance of using appropriate modeling strategies in these situations has been demonstrated in the research literature (Grady & Beretvas, 2010; Luo & Kwok, 2012). This demonstration will explain the concepts of multiple membership and cross-classification, walk through examples from the literature showing the impact of disregarding these structures in analysis, and demonstrate the use of multilevel modeling software packages (HLM, MLwiN) to account for these data structures in analyzing repeated measures data. Some familiarity with multi-level modeling is assumed.
Students who change schools are the norm rather than the exception in U.S. public schools today. ... more Students who change schools are the norm rather than the exception in U.S. public schools today. Because mobile students are nested within multiple schools rather than a single school, correctly analyzing student-level data requires the use of cross-classified, multiple membership (CCMM) non-hierarchical models. This study demonstrates the use of CCMM modeling in an investigation of the effect of mobility on academic achievement and the variation of this effect among schools. Using a statewide stratified random sample, it focuses on the grade 6 CTBS reading scores of 1504 students attending 215 schools in grade 6 and 640 schools prior to grade 6. The relationship between mobility and reading scores was found to be non-significant on average, but this varied significantly among schools. Mobility gaps were especially large in schools with higher overall levels of achievement. While the proportion of variation in grade 6 reading scores was due largely to student-level factors no matter the students’ mobility patterns, these individual factors were much more significant for highly mobile students (i.e. those who attended multiple schools during their grade 6 year).
This capstone reports the design, development and summative evaluation of an instructional produc... more This capstone reports the design, development and summative evaluation of an instructional product teaching program managers at the Maryland State Department of Education how to create logic models. Formal assessments demonstrated that 100% of students achieved the course objectives. Participants' attitudes towards logic models, as measured by a pre-post survey, improved: the percentage of participants with desired attitudes increased for 12 of the 18 survey items, and the percentage of learners demonstrating desired attitudes increased from 59.7% to 69.4%. In interviews, participants indicated belief in the effectiveness of the instruction, but identified factors that impeded its impact. Division leaders should continue to provide the instruction, but provide the course online and allow participants to accrue compensatory time.
Society for Research on Educational Effectiveness, Jan 1, 2011
... 2040 Sheridan Road, Evanston, IL 60208. Tel: 847-467-4001; Fax: 847-467-2459; e-mail: inquiri... more ... 2040 Sheridan Road, Evanston, IL 60208. Tel: 847-467-4001; Fax: 847-467-2459; e-mail: inquiries@sree.org; Web site: http://www.sree.org. Publication Date: 2011-00-00. ... Level: N/A. Institutions: Society for Research on Educational Effectiveness (SREE). Sponsors: N/A. ...
Journal of Children and Poverty
Journal of School Choice, 2014
ABSTRACT