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He concludes the answer is yes, citing validity evidence standards, test-content relevance, and the processes used for setting Level 3 cut scores, and summarizes analytical foundations using DeSSA, SBAC, and College Board materials.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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report evaluates whether Delaware students’ aggregate percentages at Levels 3 and 4 indicate students are on track for college and career success, and whether Levels 1 and 2 indicate they are not on track.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What is the expert’s overall conclusion about the meaning of Level 3 and Level 4 scores?",{"text":67,"@type":63},"The expert concludes the answer is yes: substantial evidence supports interpreting Delaware’s reported results so that Level 3 students demonstrate adequate understanding and ability aligned with college- and career-focused standards.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the expert support the conclusions methodologically?",{"text":71,"@type":63},"The expert states he analyzes evidence from the Delaware System of Student Assessment (DeSSA), the Smarter Balanced Assessment Consortium (SBAC), and the College Board, and draws on his field knowledge and the Standards for Educational and Psychological 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\nC.A.No.2018-0029-VCLSTATE TRACK  \n)  \n# EXPERT REPORT OF ANDREW HO,Ph.D.\n\nQualifications  \n1.I am a psychometrician,appointed as the Charles William Eliot Professor ofEducation at Harvard University.I have a Ph.D.in Educational Psychologyand an M.S.in Statistics from Stanford University.I serve as a member of themanagement committee for the Journal of Educational and BehavioralStatistics,the leading journal in educational statistics.In 2012 and 2016,Iwas appointed by two different U.S.Secretaries of Education to the NationalAssessment Governing Board in the role of Testing and Measurement Expert.On that board,I have chaired the standing committee on Standards,Design,and Methodology since 2015.My curriculum vitae is attached as Exhibit A.  \n2.I am a member of the Boards of Directors for the National Council onMeasurement in Education and the Carnegie Foundation for the  \nAdvancement of Teaching.I have also served on numerous editorial boards,including the Journal of Research on Educational Effectiveness and theHarvard Data Science Review.I serve on Technical Advisory Committeesfor state assessment systems in Texas,New York,and Massachusetts.I am amember of the American Educational Research Association,the NationalCouncil on Measurement in Education,and the Psychometric Society.  \n3.I am recognized within my profession as a leading expert on the use of testscores in educational monitoring and accountability systems.  \n4.I have not served as an expert witness previously.  \n5.I was asked by Plaintiffs'counsel in October 2019 to consult with them,andI have been retained by Arnold&Porter Kaye Scholer LLP(A&P)as anexpert witness for this case.A statement for my work and the work of agraduate student who has assisted me in this matter is attached at Exhibit B.  \n# Assignment\n\n6.Counsel have asked me to offer my professional opinion regarding themeaning of aggregate test score results in Delaware.Do percentages of Level3 and Level 4 test scores for Delaware students,including those for low-income students,students with disabilities,and English Learners(ELs),indicate percentages of students with adequate knowledge and skills forcollege and career success?  \n# Summary of Conclusion\n\n7.I conclude that the answer to these questions is yes.Substantial evidencesupports a straightforward interpretation of Delaware's reported test resultsfor percentages of students scoring at the different levels defined by theDelaware Department of Education:A Level 3 student \"demonstratesadequate understanding of and ability to apply the English language andliteracy (mathematics)knowledge and skills needed for success in collegeand career,as specified in the Common Core State Standards.\"Level 1 and 2students demonstrate \"minimal\"and \"partial\"understanding and ability,respectively.  \n8.I conclude that these percentages of students,including,disproportionately,low-income students,students with disabilities,and English Learners(ELs)scoring at Level 1 and Level 2,indicate that large percentages of Delawarestudents are not on track for college readiness.  \n9.I reached these conclusions by analyzing evidence from the Delaware Systemof Student Assessment (DeSSA),the Smarter Balanced AssessmentConsortium(SBAC),and the College Board(CB).I also drew from myknowledge of academic publications acquired throughout my education andcareer,and the professional standards of my field,known as the Standards forEducational and Psychological Testing.²These are the consensus standards ofthree professional organizations,the American Educational ResearchAssociation,the American Psychological Association,and the NationalCouncil on Measurement in Education.  \n## Analysis\n\n10.I review the bases for my conclusions in five sections.First,I confirm anecessary precondition for using test scores to define percentages of studentson track to college and career readiness:that tested content is relevant tocollege and careers.Next,I review the process of","cbCaijJM3akv1oKR","https://ap.wps.com/l/cbCaijJM3akv1oKR","pdf",1874329,38,"English","# Qualifications\n# Assignment\n# Summary of Conclusion\n# Analysis\n## Tested content is relevant\n## Validity evidence sources","[{\"question\":\"What issue does the expert report address regarding Delaware test scores?\",\"answer\":\"The report evaluates whether Delaware students’ aggregate percentages at Levels 3 and 4 indicate students are on track for college and career success, and whether Levels 1 and 2 indicate they are not on track.\"},{\"question\":\"What is the expert’s overall conclusion about the meaning of Level 3 and Level 4 scores?\",\"answer\":\"The expert concludes the answer is yes: substantial evidence supports interpreting Delaware’s reported results so that Level 3 students demonstrate adequate understanding and ability aligned with college- and career-focused standards.\"},{\"question\":\"How does the expert support the conclusions methodologically?\",\"answer\":\"The expert states he analyzes evidence from the Delaware System of Student Assessment (DeSSA), the Smarter Balanced Assessment Consortium (SBAC), and the College Board, and draws on his field knowledge and the Standards for Educational and Psychological Testing for validity evidence.\"}]","EXPERT REPORT OF ANDREW HO,Ph.D. | PDF",1791063050,96]