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Methods","","Appendix A describes the data sources, study population, and analysis methods for a REL study examining outcomes for Virginia students who completed Algebra I in grades 7–9. It uses administrative records from the Virginia Longitudinal Data System, detailing variables and validation procedures that support data completeness. The appendix explains inclusion criteria tied to grade 5 status in 2009/10, Algebra I assessment timing, and on-time high school graduation by August 2017.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/algebra-i-and-college-preparatory-diploma-outcomes-among-virginia-students-who-completed-algebra-i-in-grades-7-9-appendix-a-methods/587496/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/algebra-i-and-college-preparatory-diploma-outcomes-among-virginia-students-who-completed-algebra-i-in-grades-7-9-appendix-a-methods/587496.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data sources does the appendix use for the study?","Question",{"text":112,"@type":113},"The study uses administrative data from the Virginia Longitudinal Data System, covering Virginia public school students in grades K–12, including demographics, assessment results, and course participation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study define the inclusion criteria for the study population?",{"text":117,"@type":113},"Students must be in grade 5 in 2009/10, take the grade 5 math state assessment that year, take the Algebra I state assessment first in grade 7 (2011/12), grade 8 (2012/13), or grade 9 (2013/14), and graduate from a Virginia public school in 2016/17.",{"name":119,"@type":110,"acceptedAnswer":120},"How large is the final study population after applying inclusion criteria?",{"text":121,"@type":113},"Applying the criteria results in a population of 61,200 students, excluding groups such as students without proficiency data, those taking Algebra I outside the specified grades, those enrolled in private schools or homeschooled, and those who did not graduate on time in 2016/17.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587496,1792065643,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","APPENDIXES  \nOctober 2020  \nRegional Educational Laboratory Appalachia  \nAt SRI International  \nAlgebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7–9  \nAppendix A. Methods  \nAppendix B. Supporting analysis  \nSee [https://go.usa.gov/xGMxh](https://go.usa.gov/xGMxh) for the full report.  \nAppendix A. Methods  \nThis appendix details the data sources, study population, and analysis methods used in the study.  \nData sources  \nThe study used administrative data from the Virginia Longitudinal Data System, which contains information on all Virginia public school students in grades K–12, including their demographic characteristics and program participation, state assessment results, and courses taken (table A1) . The data in the system were collected, analyzed, and reported as part of state and federal accountability requirements and were subject to robust validation checks and audits. The combination of these factors is typically associated with increased data quality (Jonas et al., 2014), including completeness, thereby reducing error. No data were missing on any variables used in the analysis for any students in the study population.  \nREL 2021–038 A-1  \nREL 2021–038 A-2  \n\n| Table A1. Research questions and variables from the Virginia Longitudinal Data System used in the analysis |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| Key variables from the Virginia Longitudinal Data System |  |  |  |  |  |  |\n| Research question | Proficiency level on the grade 5 math state\u003Cbr>assessmenta | Economically disadvantaged status | English learner\u003Cbr>status | Grade level in which\u003Cbr>Algebra I was completed | Proficiency level on the Algebra I state assessment | High school diploma typeb |\n| 1. What percentages of the overall study population, economically disadvantaged students, and English learner students at each grade 5 math proficiency level completed Algebra I in grades 7, 8, and 9 in Virginia? | X | X | X | X |  |  |\n| 2. Among students who scored at the advanced proficient level in grade 5 math, what percentages of the overall study population, economically disadvantaged students, and English learner students passed the Algebra I state assessment, and what percentages earned a college preparatory diploma? | X | X | X | X | X | X |\n| 3. Among students who scored at the proficient level in grade 5 math, what percentages of the overall study population, economically disadvantaged students, and English learner students passed the Algebra I state assessment, and what percentages earned a college preparatory diploma? | X | X | X | X | X | X |\n| Note: For definitions of variables in the Virginia Longitudinal Data System, see [https://vlds.virginia.gov/insights](https://vlds.virginia.gov/insights).\u003Cbr>a. Proficiency levels are advanced proficient, proficient, or below proficient.\u003Cbr>b. High school diploma types are the Advanced Studies diploma, which is considered a college preparatory diploma, or other diploma types. Source: Virginia Longitudinal Data System. |  |  |  |  |  |  |\n\nStudy population  \nThis section describes the inclusion criteria that resulted in the final study population, provides the characteristics of the population, and explains how the study team determined the grade level in which students completed Algebra I.  \nInclusion criteria. The study focused on the cohort of Virginia students who were in grade 5 in the 2009/10 school year and who graduated from high school in four years (by August 2017) because those students were directly affected by two changes that took effect in the 2011/12 school year. First, high school graduation requirements changed. For students who started grade 9 in 2011/12, high school graduation requirements were more rigorous and included additional math and other core and elective courses. Second, the math state assessment changed for grades 3–8, Algebra I, Algebra II, and geometry. The revised assessments tested more challen","cbCaitJkgriXYRFl","https://ap.wps.com/l/cbCaitJkgriXYRFl","pdf",609879,16,"English","# Appendix A. Methods\n## Data sources\n## Study population\n## Inclusion criteria","[{\"question\":\"What data sources does the appendix use for the study?\",\"answer\":\"The study uses administrative data from the Virginia Longitudinal Data System, covering Virginia public school students in grades K–12, including demographics, assessment results, and course participation.\"},{\"question\":\"How does the study define the inclusion criteria for the study population?\",\"answer\":\"Students must be in grade 5 in 2009/10, take the grade 5 math state assessment that year, take the Algebra I state assessment first in grade 7 (2011/12), grade 8 (2012/13), or grade 9 (2013/14), and graduate from a Virginia public school in 2016/17.\"},{\"question\":\"How large is the final study population after applying inclusion criteria?\",\"answer\":\"Applying the criteria results in a population of 61,200 students, excluding groups such as students without proficiency data, those taking Algebra I outside the specified grades, those enrolled in private schools or homeschooled, and those who did not graduate on time in 2016/17.\"}]","Algebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7-9 - Appendix A. Methods | PDF",1792061998]