Amy L. Reschly

Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct

This chapter serves as an introduction to the history and study of student engagement. We describe the evolution of the construct of engagement and disciplinary differences in theories and use of the engagement construct. We highlight how our work on engagement, arising out of dropout intervention, has changed over the last decade. In addition, we delineate current issues in the study of engagement. The chapter ends with a discussion of future directions to advance the theoretical and applied use of student engagement to enhance outcomes for youth.

Prediction of Dropout Among Students With Mild Disabilities A Case for the Inclusion of Student Engagement Variables

This study examined the engagement of students with learning disabilities and emotional disturbance and the relation of this engagement to school completion. Participants were parent-identified students with learning disabilities (LD) and emotional or behavioral disorders (EBD) and comparison groups of average-achieving peers and students without disabilities who dropped out or stayed in school. Comparisons of the engagement of students with LD or EBD and average-achieving peers showed significant differences (but small in terms of effect sizes) and indicated that students with LD or EBD reported less desirable engagement than their average-achieving peers. After accounting for achievement test scores, grade retention, and socioeconomic status, student engagement variables were significant predictors of school dropout and completion for students with LD or EBD and students without disabilities. Implications of these results in terms of the construct of student engagement and school dropout and future directions for research are discussed.

Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence

This meta-analysis summarized the correlational evidence of the association between the CBM Oral Reading measure (R-CBM) and other standardized measures of reading achievement for students in grades 1-6. Potential moderating variables were also examined (source of criterion test, administration format, grade level, length of time, and type of reading subtest score). Results indicated a significant, strong overall correlation among R-CBM and other standardized tests of reading achievement and differences in correlations as a function of source of test, administration format, and reading subtest type. No differences in the magnitude of correlations were found across grade levels. In addition, there was minimal evidence of publication bias. Results are discussed in terms of existing literature and directions for future research.

The Incremental Validity of Positive Emotions in Predicting School Functioning

Proponents of positive psychology have argued for more comprehensive assessments incorporating positive measures (e.g., student strengths) as well as negative measures (e.g., psychological symptoms). However, few variable-centered studies have addressed the incremental validity of positive assessment data. The authors investigated the incremental validity of positive emotions relative to negative emotions in predicting adolescents’ adaptive school functioning. Positive emotions demonstrated significant incremental validity in predicting school satisfaction, adaptive coping, and student engagement, but not self-reported GPA. The findings offer some support for the utility of positive measures in psychoeducational assessments.

Progress Monitoring in Reading Using Curriculum-Based Measurement in a Response-to-Intervention Model

In this article, the authors describe the use of curriculum-based measurement (CBM) reading measures within a response-to-intervention (RTI) framework. They examine the characteristics of the measures to illustrate their technical adequacy for use at each tier in an RTI model. Finally, they look at the use of the measures at Tier 3 (special education services) with respect to informing instruction and satisfying the legal requirements of the Individuals with Disabilities Education Improvement Act of 2004.

Moving From “Context Matters” to Engaged Partnerships With Families

There has been much progress in the recognition that important contextual influences on a variety of student outcomes exist. However, a true application of systems-ecological theory to school-based practices has yet to occur. In this article, the importance of integrating systems-ecological thinking with educational practice is described and illustrated through engaged school-family partnerships, which operate at the level of the mesosytem. It is argued that school-family partnerships are needed to promote positive outcomes for all youth as well as for ameliorating disparities in educational outcomes. A plan of action is offered that includes moving past long-standing barriers and putting partnership principles into practice, highlights the importance of empirical support and ongoing research, and describes the promise of Response to Intervention reforms for creating engaged partnerships between educators and families.

Measuring Student Engagement among Elementary Students: Pilot of the Student Engagement Instrument--Elementary Version.

Early school withdrawal, commonly referred to as dropout, is associated with a plethora of negative outcomes for students, schools, and society. Student engagement, however, presents as a promising theoretical model and cornerstone of school completion interventions. The purpose of the present study was to validate the Student Engagement Instrument-Elementary Version (SEI-E). The psychometric properties of this measure were assessed based on the responses of an ethnically diverse sample of 1,943 students from an urban locale. Exploratory and confirmatory factor analyses indicated that the 4-factor model of student engagement provided the best fit for the current data, which is divergent from previous SEI studies suggesting 5- and 6-factor models. Discussion and implications of these findings are presented in the context of student engagement and dropout prevention.

Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement

The issue of high school dropout has long concerned policy makers, educational professionals, and the general public. In the gifted literature, this concern is no less pressing. Student engagement is becoming an increasingly discussed construct for conceptualizing the dropout phenomenon and designing appropriate interventions to prevent this phenomenon. The purpose of this literature review was to review prior findings in the gifted underachievement and dropout literature within the framework of student engagement. Specifically, academic, behavioral, affective, and cognitive indicators of student engagement are examined. Findings of the review and implications for research and practice are presented. Student engagement may prove to be an essential construct in understanding, predicting, and preventing dropout behavior among gifted students.

Early Literacy Measures for Improving Student Reading Achievement: Translating Research Into Practice

The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy measures, Letter–Sound Correspondence, Onset Phoneme Identification, and Phoneme Segmentation, developed for use within the problem-solving model in the Minneapolis Public Schools and (b) describe the district-wide implementation of these measures. In general, these measures were found to have adequate reliability and validity, have moderate to moderately high correlations with criterion measures (oral reading, report cards), and be sensitive to growth across the school year. A case study of how these measures are used for screening and progress monitoring to improve reading achievement within 1 school is included. Limitations and future directions are also presented.

Longitudinal predictors of high school completion

This longitudinal study examined predictors of dropout assessed in elementary school. Student demographic data, achievement, attendance, and ratings of behavior from the Behavior Assessment System for Children were used to predict dropout and completion. Two models, which varied on student sex and race, predicted dropout at rates ranging from 75% to 88%. Model A, which included the Behavioral Symptoms Index, School Problems composite, Iowa Tests of Basic Skills battery, and teacher ratings of student work habits, best predicted female and African American dropouts. Model B, which comprised the Adaptive Skills composite, the Externalizing composite, the School Problems composite, referral for a student support team meeting, and sex, was more accurate for predicting Caucasian dropouts. Both models demonstrated the same hit rates for predicting male dropouts. Recommendations for early warning indicators and linking predictors with interventions are discussed.