by Gary L. Williamson, Ph.D., November 2016
Featured in: JAEPR, Vol 2, No. 2.
Integrating a construct theory with Rasch measurement not only places persons and tasks on a common scale, but it also resolves the indeterminacy of scale location and unit size when the scale is anchored in an operationalized task continuum based on the construct theory. Such an approach has several advantages for understanding academic growth as evidenced in a series of empirical examples, which demonstrate how to: a) conjointly interpret student reading growth in the context of reading materials concomitantly used during instruction; b) interpret a reading growth trajectory in light of future (e.g., postsecondary) reading requirements; c) forecast individual reading comprehension rates relative to both contemporary and future text complexity requirements; and d) create growth velocity norms for average academic growth in reading or mathematics achievement.
by Malbert Smith III, Ph.D., and Gary L. Williamson, Ph.D., January 2016
Featured in: The State Education Standard, Volume 16, Issue 1
Although debate about the adoption and implementation of the Common Core State Standards (CCSS) has been extensive, there is unanimity on the importance of college and career readiness standards. An abundance of research has laid the foundation for this consensus by showing that too many students graduate ill prepared for the rigors of college or the workplace.
This article examines how state boards of education can model North Carolina, a state which has aligned its assessment system to the “endpoint,” raised standards and performance, and built student growth trajectories, to ensure that students are prepared for the reading requirements of college and careers. By examining reading growth longitudinally and connecting this growth to the real-world reading demands of occupations and higher education environments, state board members can be confident that their state’s assessments are aligned to college and career readiness.
by Malbert Smith III, Jason Turner, Steve Lattanzio, Todd Sandvik, Matt Copeland, David Liben, Anne Schiano and Elizabeth Lattanzio, April 2014.
In this compendium, MetaMetrics has attempted to provide their best work, reﬂecting their best thinking on educational policy in a volume that is meant to address the policy work now being done in reading and literacy, especially in relation to college and career readiness. This collection is split into four sections:
Section 1: Educational Policy
Section 2: Looking to the Future
Section 3: The Lexile Framework for Reading and Text Complexity
Section 4: Assessment and Educational Reform
Within these sections, a wide range of topics is covered, from instructional strategies to close the readiness gap to global trends in education to the hallmarks of next-generation assessments. There are also writings on the impact that the CCSS is having in the ﬁeld of education.
To order a copy of the book, please click here.
by Malbert Smith III Ph.D., Anne Schiano, Elizabeth Lattanzio, MetaMetrics
Featured in Knowledge Quest. Vol 42, No. 3. January/February 2014.
Featured in the latest issue of Knowledge Quest, journal of the American Association of School Librarians, "Beyond the Classroom" discusses the recent adoption of the Common Core State Standards (CCSS) and the critical roles librarians play in helping our students graduate college and career ready. By utilizing library resources and the Lexile® Framework to match readers with text, students are well on their way to reaching these new educational standards.
by Malbert Smith III, Jason Turner and Steve Lattanzio, MetaMetrics®, September 2012
Featured in Education Week. Vol 32, No. 7. October 10, 2012.
Gallup’s July 2012 ‘Confidence in Institutions’ survey reveals a disheartening lack of confidence in U.S. public schools. While the majority of Americans continue to express confidence in institutions like the military and police, those same respondents expressed a much more dismal view of public education. Participants indicating ‘a great deal’ or ‘quite a lot’ of confidence in public K-12 education fell to an all-time low of around 29%— a 5% decrease from 2008 and a drop of 29 percentage points from 1973 when Gallup first began including public schools in its survey and public confidence was around 58%.
Unfortunately, faith in the public schools has been steadily eroding since 1973. By 1982, just 42% of respondents reported confidence in public schools; and while 1985 and 1988 saw a slight rebound in positive public perception, peaks and valleys notwithstanding, the trend has been clearly downward.