A simulation study was carried out to assess the effects of using different testing frameworks and different statistical estimators in constructing a vertical scale. The adaptive multistage testing framework (MST) was comprised of five test forms which were administered across three testing occasions. The single form testing framework (SFT) was comprised of one form at each of the three testing occasions. Maximum likelihood estimation (MLE) and Bayesian Expected a-posteriori (EAP) estimators were used to estimate each simulee's ability at three "testing'' occasions. Item response theory (IRT) true scores, or domain scores, were used as the score scale. This was done to facilitate the use of growth scores between testing occasions. It was hypothesized that testing framework and estimation procedures would influence the recovery of the known domain score for each simulee across the three testing occasions and growth values between testing occasions. Average absolute deviation (AAD) values indicated that the MST framework offered a slight reduction in error when compared to the SFT framework in estimating IRT domain scores. The pattern of errors in estimation indicated that the MST framework provided more accurate estimates across the range of ability. The MST framework also offered a slight reduction in error when estimating IRT growth scores. Horizontal distances between test administrations indicted that EAP estimation produced uneven departures from known horizontal distances, but MLE did not. This was true for both the SFT and MST framework. Also, when the distributions of IRT domain scores were considered, the MLE estimation method was more consistent with the distribution of known domain scores.Overall, the MST framework performed better than did the SFT framework with respect to reduced estimation error and approximating the known IRT domain score.

Research on the comparison of educational aspirations among Black and White students has produced conflicting results. Some studies at the national level have shown that the level of educational aspirations for college between these two groups is similar, while other studies at the state, regional, or local level have shown differences. The National Education Longitudinal Study (NELS: 88) database and its 1990 and 1992 follow-ups were used to answer questions and test hypotheses about these differences. The NELS: 88 database is comprised of data initially collected on almost 25,000 eighth graders and over 22,000 parents together representing more 1,000 public and private schools. The study sample was comprised of approximately 1,500 Black and over 9,500 White high school seniors who were part of the tenth to twelfth grade cohort, attended public school, and remained in the same region between tenth and twelfth grade. Data were examined to determine if there were regional influences on the relationship between students’ educational aspirations and their achievement in mathematics. Educational aspiration did not explain different amounts of variance in mathematics achievement across the four U.S. census regions. Region, however, was related to differences in White students’ aspiration but indicated no differences for Blacks. Sex and mathematics-curriculum were related to differences in aspirations within race for both Black and White students. For both races and regardless of region, a greater proportion of females aspired to attend 4-year college than males did. Students with aspirations, for 4-year college or more, tended to score higher on mathematics achievement tests than those students with aspirations for less than 4-year college. Whether students’ tenth-grade aspirations were the same or different from their twelfth-grade aspirations, no statistically significant difference was detected between their tenth and twelfth-grade achievement. As previous studies have shown, background variables (race, sex, and socioeconomic level) were statistically significant predictors of mathematics achievement. Prior mathematics achievement was an overwhelmingly strong predictor of future mathematics achievement. Once prior mathematics achievement was controlled, the aspirations of significant others (parents and teachers) played no role in explaining achievement in mathematics. / Ph. D.

Thesis (Ph. D.)--Boston University / Both the problan and methodology of the dissertation follow this pattern: (1) a presentation of Ferre's views regarding redemption, (2) comparisons with the other three selected theologians, (3) an ordered summary of Ferre's relative theological position. This summary appears in chapter eight and briefly notes some similarities and dissimilarities among the other three theologians. Chapter two presents the term redemption and its correlatives as used in standard Protestant reference works. This determines the areas treated in chapters three through seven. The study includes these conclusions: (1) Knowledge of God as agape is limited to God's revelatory work made known in Jesus Christ in Ferre's, as in Aulen's and Brunner's writings. DeWolf adds theistic evidences. (2) God as being is uncaused and unconditioned but He becomes by creation and by redemptive personal relations with men for Ferre as for DeWolf. God is being is self-sufficient, with creation, preservation and redemption optional self-giving activities in Aulen's and Brunner's writings. For Aulen this is a paradox. Brunner concludes that God acts to realize His glory. (3) An essential but unfulfilled image within man awaits maturing experiences and Divine-human encounter in Ferre's and DeWolf's writings. Brunner emphasizes God's sole initiative so that maturing experiences seem to be negated. Aulen paradoxically asserts that man is essentially opposed to God yet chooses opposition. Paradoxically reconciliation depends upon God's subduing activity, yet upon man's "yes." (4) Jesus Christ is understood as truly God and truly man by Ferre as by Aulen and Brunner. The latter two do not, like Ferre, explain the Incarnation by perichoresis. DeWolf asserts that God's will and purpose were perfectly Incarnate in the human Jesus. Ferre has a distinct emphasis concerning the repeatability of the Incarnation, and concerning the Trinity. (5) At-one-ment in Ferre's distinct view is based upon perichoresis. All four theologians conclude that at-one-ment is offered to all men in Jesus Christ. Aulen's distinct view emphasizes fusion of wrath and love within God. (6) Personal depth repentance results in a reconciled relationship with God and fellowmen in Ferre's writings as in those of the other three theologians. The image within leads to such repentance for Ferre as for DeWolf. Paradoxically, for Aulen man's "yes" is indispensable yet all depends upon God's subduing activity. Brunner sees all human seeking as egocentric and doomed to frustration. Thus, Divine-human encounter, solely initiated by God, alone, leads to repentance and reconciliation. (7) Saints are nurtured by prayer, worship and witnessing. They are not free from sin but can partially demonstrate victorious love and power over sin in Ferre's writings as in the writings of the other men. Ferre, like DeWolf, makes more enthusiastic assertions of victory. [TRUNCATED]

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xi, 91 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This study used the existing database of 1,052 schools contained in the National Education Longitudinal Study of 1988 to examine the predictors that were related to high school students' enrollment in postsecondary education (PSE). In order to determine which school-related experiences had an impact on the students' enrollment in PSE, a multiple regression analysis was conducted. The results indicate that student attendance rates and "being held back" are significant predictors for predicting postsecondary enrollment across all analyses and for subpopulations disaggregated by race, SES, and gender. Recommendations to encourage student enrollment in postsecondary programs include providing grade level interventions to avoid the detrimental effects of a student repeating a grade, as well as developing programs to increase student engagement levels in the high school setting. Limitations to the study include control strategies for confounding factors. The inclusion of additional control variables, such as parents' level of education, would increase the validity of the findings. / Adviser: David Conley

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Across the country, budget cuts to education have resulted in decreased funds available for extracurricular activities. This trend in policy may have a significant impact on future outcomes, as reflected in student success measures. Using two datasets that were collected over the last two decades, in the present study, the researcher assessed the relationship between participation in extracurricular activities and the future socioeconomic outcomes in respondents' lives, including post-secondary education, full-time employment status, and income. Two existing large-scale longitudinal studies of the U.S. secondary students, i.e., the National Education Longitudinal Study of 1988 (NELS: 88) and the Education Longitudinal Study of 2002 (ELS: 2002), served as data sources. As these surveys were conducted about a decade apart, the information they yielded was suitable for meeting the study aims. Generalized linear models, such as multiple regression and logistic regression analyses, by applying sample weights, were performed to examine the impacts of extracurricular activity participation on the aforementioned outcome measures. The implications of the study findings, including the comparison of the results from two different datasets collected at different time points, were interpreted with respect to school budget policy. Results from the NELS: 88 and ELS: 2002 were also compared to evaluate the trends in the characteristics and performance of U.S. high school students during the 1988-2012 period. / Ph. D.

While gender differences in mathematics achievement and attitudes overall have been declining during the past two decades, there still exists a disparity in advanced mathematics achievement and upper-level mathematics course-taking patterns that contributes to fewer females than males choosing professions in math, science, and technology fields. This study used a secondary analysis of the National Educational Longitudinal Study of 1988 database (NELS:88) and Walberg's Educational Productivity Model to determine whether gender differences in mathematics achievement testing outcomes, coursework, and attitude could be explained by the model and whether the Productivity Factors in the model operated differently for males and females, Productivity Factors from the eighth grade NELS:88 database were used to model the twelfth grade outcomes related to achievement testing, coursework, and attitude toward mathematics. Multiple and logistic regression analyses were run to examine the effect of the Productivity Model in accounting for gender differences in achievement (testing and coursework) and attitude. In order to accommodate the complex survey design of the NELS:88 database, the data analysis was done using Sudaan. Findings indicate that there are significant gender differences, favoring males, in overall math achievement, top quartile math achievement, and attitude toward mathematics, but no significant differences in math coursework. When the Productivity Factors are entered into the model, the differences in top quartile achievement and attitude disappear. Further analysis also indicates that a number of the Productivity Factors are significantly related to the achievement and attitude outcomes for males and females. Suggestions for further research and implications for parents and educators focus on the significant Productivity Factors which can possibly be modified through intervention or training, i.e., what Walberg calls the “alterable curriculum.” These include the motivational factors of expectancy for success, locus of control, and perceived usefulness of mathematics, as well as parental aspirations, classroom environment, peer influences, and television viewing patterns.

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Attachment and family systems theories provided a framework for examining parental structure and support and adolescent delinquency, substance abuse, peer relations, and self-esteem. Three parent scales: support, watchfulness and decidedness, and eight adolescent outcome variables assessing self-esteem, peer relations, and risk-behaviors were derived from the National Educational Longitudinal Study. The sample of 16,749 adolescents was diverse regarding race and ethnicity. All participants were in the tenth grade in the first wave and continued participation in the second wave two years later.</P> Parental support was hypothesized to be associated with increased self-esteem, positive peer relationships and reduced risk behaviors. Although the research findings support the hypothesis for each of the adolescent variables, support was most related to adolescent self-esteem and peer alienation, consistent with an attachment schema. The hypothesis that parental watchfulness is linked to a reduction in adolescent high-risk behaviors was not supported. Instead, watchfulness was linked to self-esteem and peer alienation. These findings indicate that watchfulness, similar to support, is more related to internal processes rather than a mechanism for controlling behavior. Parental decidedness is associated with lower risk behaviors along with lower self-esteem and greater susceptibility to peer alienation. This construct, in contrast to support and watchfulness, presents a different direction of influence depending on the adolescent outcome. The direction of influence of decidedness is negative for self-esteem and peer relations and positive for adolescent risk reduction. The overall research findings indicate that high amounts of support and watchfulness are related to the most positive outcomes for adolescent self-esteem and peer relations. In contrast, the effect of parental decidedness was less salutary for self-esteem and peer relations. In summary, conclusions from this research have implications for theory and practice. For theory, the understanding of specific linkages between these parenting constructs and adolescent outcomes is advanced in this research. These linkages have implication for extensions and modifications of attachment and family systems theories. For practice, the findings suggest refinement in contemporary parent education and clinical work with families. / Ph. D.