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The Case for a Middle School College Readiness Index: Rejoinder to Lazowski, Barron, Kosovich, and Hulleman and Mattern, Allen, and Camara
Author(s) -
Gaertner Matthew N.,
McClarty Katie Larsen
Publication year - 2016
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/emip.12122
Subject(s) - construct (python library) , psychology , construct validity , variance (accounting) , index (typography) , reliability (semiconductor) , psychological intervention , applied psychology , mathematics education , medical education , developmental psychology , psychometrics , computer science , medicine , power (physics) , physics , accounting , quantum mechanics , psychiatry , world wide web , business , programming language
This rejoinder provides a reply to comments on a middle school college readiness index, which was devised to generate earlier and more nuanced readiness diagnoses to K‐12 students. Issues of reliability and validity (including construct underrepresentation and construct‐irrelevant variance) are discussed in detail. In addition, comments from Lazowski et al. and Mattern et al. provide a useful summary of areas where more college readiness research is needed. This rejoinder elaborates on those essential next steps, including deploying readiness indicators in school settings. Advances in the measurement of noncognitive skills will require more validity research using more contemporary data from authentic school settings. Still, the middle school college readiness index is a promising proof of concept, demonstrating the utility of diverse, early measures to support targeted, timely interventions.