Educational Methodology, Policy, and Leadership Theses and Dissertations
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Item Open Access An analysis of local district capacity in the implementation of Oregon's extended application collection of evidence graduation requirement(University of Oregon, 2009-06) Levy, Theresa A.Oregon's extended application requirement, adopted by the State Board of Education as a graduation requirement in 2002 coupled with more rigorous state graduation requirements adopted in 2008, have significant capacity implications for local school districts. The purpose of this study was to examine how local school districts in Oregon have implemented the extended application requirement through their existing capacity. District capacity was examined through a survey that asked about four capacity domains: human capacity, organizational capacity, structural capacity, and material capacity. In addition, the survey addressed barriers to implementation as well as capacity needs to support implementation of extended application and new state graduation requirements. A self-administered web-based survey was developed to collect data. The survey was administered to curriculum administrators in all K-12 public school districts ( N =175) in Oregon. The response rate was 50% with representation from districts ranging in size from small to large and from all regions of the state, including rural, suburban, and urban settings. The survey used a five-point scale to determine the extent of extended application implementation, district capacity, and implementation barriers. Two open-ended questions asked participants to comment on their capacity needs. Study results showed that extended application implementation progress ranged from very little progress to great progress in districts across the state. The new graduation requirements were identified as a barrier to extended application and will likely impede implementation progress further. Additionally, in multiple regression analysis, district capacity was a predictor of extended application implementation and reflected that districts lacked the capacity to support implementation. Interrelationships were found between the four district capacity domains and implementation which suggest that capacity should be viewed holistically and comprehensively. Furthermore, district capacity analysis should be more intentional in the policy process in order to inform state policy decisions. Capacity-building needs were identified including: increased state-level guidance, time for teachers and administrators to collaborate, and a need for additional professional development, financial resources, and staffing. A coherent, state-wide strategy is recommended to build district capacity to support implementation of extended application and the new graduation requirements.Item Open Access Analyzing the technical quality of a rubric used to assess science fair projects(University of Oregon, 2009-06) Potter, Melissa C., 1977-Presenting science fair projects gave students an opportunity to complete a performance assessment that comprised a meaningful task focused on process and subject to standards-based assessment. Students presented science inquiry and engineering design projects to judges at a regional science fair. The judges used the domains of the Potter Rubrics to assess the students' work and assigned a Quality score to each project. Using multiple regression, this study found that the mean scores on the Methods and Analysis domains predicted the mean Quality scores. Analyzing the technical quality of the Potter Rubrics addressed some of the measurement and generalizability concerns about performance assessments. Recommendations for future research and implications for practice were examined.Item Open Access Assessing early literacy development in Spanish speakers when Spanish is the language of instruction(University of Oregon, 2009-03) Rhoades, William B.One of the fastest growing populations of students in American schools today is that of Spanish speaking English language learners. Many of these students are taught in classrooms in which Spanish is the language of instruction for the development of early literacy skills. There is a need for valid and reliable progress monitoring measures for Spanish speakers in these classrooms, as many of the current measures in use were designed for and normed on English speaking populations of students. Phonological awareness is one of the strongest predictors of success in learning to read. Therefore, the purpose of this replication study was to determine the efficacy of five independent variables: (a) Letter Sounds, (b) Syllable Sounds, (c) Phonemic Segmentation, (d) Syllable Segmentation, and (e) Grade Level to predict scores on Spanish Word Reading and Sentence Reading Fluency assessments for 41 first-grade and 41 second-grade native Spanish speaking students whose early literacy instruction was in Spanish. Correlational and multiple regression analysis showed that, of these variables, performance on a test of Syllable Sounds was the best predictor of performance on both the Word Reading Fluency and Sentence Reading Fluency tests. Results show that, for students receiving early literacy instruction in Spanish, tests of syllable sounds demonstrated the most efficacy in accounting for the variance in predicting future reading success in Spanish.Item Open Access A case study of college student political involvement(University of Oregon, 2008-12) Wilson, Katherine R. BryantThe purpose of this dissertation study is to explore and describe the development of political attitudes and behaviors in current undergraduate academic life. By undertaking this study, I sought to add to the understanding of student learning as it pertains to college student development through political involvement. I employed an embedded case study design comparing two groups of highly politically involved 18-24 year old college students at a large, public, urban university. Selective sampling resulted in the identification of two case study groups. One group (n=3) was highly politically involved in high school. The other group (n=3) became highly involved once in college. By selecting groups based upon high school political involvement, this study began to examine what experiences influence the development of this important college outcome. This study generates a conceptual model that combines Astin's (1970a) Theory of College Impact, Verba, Schlozman and Brady's (1995) Civic Voluntarism Model, CIRCLE's (2003) Index of Civic and Political Engagement. This model proposes that if students have available resources and something engages their interest in politics, experiences such as work, academic experiences, co-curricular involvement, service participation and church participation may be avenues for the development of both civic skills and social connections that lead to political involvement. For students in this age range, concurrent processes of cognitive development and socio-cultural identity development may also contribute to the development of political involvement. Political involvement can take the form of electoral and campaign behaviors, political voice activities and attentiveness to current issues and political news. Differences between the two groups studied yielded few findings all of which occurred in pre-college factors. Although the small sample size and the limitation of the study to a single institutions suggest the need for more research to confirm these findings, this study affirms the strong influence that intentional college experiences may have in developing positive political attitudes and behaviors.Item Open Access A case study of students entering an early college high school: Changes in academic behavior perceptions(University of Oregon, 2009-12) Healy, James J. (James Joseph), 1953-The purpose of this study was to learn more about the transition experiences of one group of high school students ( N = 75) as they began attending one alternative pathway: an Early College High School program on a community college campus. A four-part conceptual framework of college readiness provided a structure from which to explore the experiences of students in the college environment. One of the four framework areas--academic behaviors (self-management)--was the focus of this study. Data were collected by means of a pre-post survey, student interviews, and staff interviews in order to understand better the college readiness perceptions of the students, principally as evidenced by changes in their academic self-management behaviors. The survey data were organized into pre-post group comparisons and were reported in terms of descriptive statistics. The data from semi-structured interviews with participants provided additional insight into changes in the academic and social behaviors of the students. Results indicate that students' academic behaviors changed during the first term of college. Over the eight survey domains measured, mean scores generally increased moderately between the pre and post surveys in several domains associated with academic behaviors, with two key domains--self-awareness and learning habits (i.e., learning strategies/study habits)--showing the most growth. Additionally, student interview comments demonstrated changes at the end of their first term of ECHS in their study habits and in their ownership of their school efforts. The overall changes in students' academic behaviors imply that they learned new skills as a result of participation in the ECHS program.Item Open Access A case study: An ecological leadership model and data-based decision-making(University of Oregon, 2008-06) Ludwig, Kathleen E.This case study identified which of Baker and Richards' (2004) leadership models (compliance, performance, ecological) were used to make data-based decisions in six Oregon schools. Two elementary, two middle and two high schools in a suburban school district were selected. Typologies of each school's reported data Sources, Leadership, Processes and Impacts were developed. The results of the typologies were applied through pattern-matching to a Conceptual Model of Data-Based Schools developed by Hill (2004) in an earlier study. The study investigated (a) the similarities and differences in how the schools used the data they collected; (b) patterns that emerged indicating how data were used to inform decisions; and (c) the data-based leadership model (compliance, performance, ecological) evidenced at each school, school level and within the overall district. Findings indicated consistent patterns of data-based practices across all six schools and placed each of them, as well as the overall district, on the continuum between the performance and ecological leadership models. School administrators reported an ecological set of beliefs to guide their site-based decisions; teachers reported a performance set of beliefs and practices in their classrooms. There was no significant difference attributed to school levels. The findings build on Hill's (2004) previous study, strengthen Baker and Richards' (2004) ecological leadership model, and add to the emerging literature on ecological leadership in schools. School leaders can use the model to identify current practices in data-based decision-making and share their findings with their staff in order to improve data practices and move along the continuum toward ongoing and continuous school improvement.Item Open Access Characteristics of successful e-partnering in an online distance education course for English as a Foreign Language (EFL) educators(University of Oregon, 2007-12) Opp-Beckman, LeslieOnline distance education is increasing in use for professional development with English as a Foreign Language (EFL) educators worldwide. It creates training opportunities that would not otherwise exist in developing countries and among populations that face geographical, socio-political, and temporal barriers. Persistence and methods for supporting success in online distance learning remain significant challenges for institutions that develop and offer such programs and courses. The use of e-partnering has emerged as a successful method for helping to reduce attrition rates in online training. However, there has been little research to explain how and why e-partnering works. The purpose of this research study was to seek a deeper understanding of how and why the e-partnering system works, in order to inform instructional design, teaching, and learning practices in future online distance education teacher training courses. I addressed three research questions. What were the characteristics (types) of e-partnerships "dyads" in this online distance education course for English as a Foreign Language (EFL) educators? What were the learning outcomes for the different types of e-partnerships? What were the communication patterns for the different types of e-partnerships? How did their communication patterns develop during the course? This was a case study of an online distance education course offered Fall 2006 at University of Oregon (U0) where 22 successful pairs or "dyads" of EFL educators in predominantly Muslim countries were studied. I used multiple methods of analysis on multiple data sources: Self-directed Learning Readiness-Adult Basic Education (SDLRS-ABE) and Distance Learning Readiness (DLRA) pre vs. post inventory scores; pre vs. post scores from weekly multiple-choice knowledge tests; pre vs. post survey of e-partners' perceptions; analysis of text from asynchronous course discussions and other sources; and review and analysis of three action plan projects completed by the e-partners. Data analysis revealed trust, partner accessibility, regular and consistent communication, and mutual support/accountability as common themes in defining successful e-partner relationships. Successful dyads were comprised of participants who perceived themselves to be in peer-peer or mentor-mentee roles. Communication patterns varied. Recommendations are made for changes in practice and for future research on this topic.Item Open Access A comparison of early reading outcomes and program costs in four primary reading programs for improved decision-making(University of Oregon, 2007-12) Gander, Brian David, 1959-This study uses cost-effectiveness tools to support school site decision-makers. It looks at four reading protocols for first and second graders using common outcomes of early reading proficiency. Similar outcome measures are a requirement of cost-effectiveness analysis but are a common shortcoming of program evaluations as presented in the literature. The comparison of Success For All, a Reading First protocol, and two locally designed instructional protocols gives the reader an opportunity to review the reading alternatives. The review is undertaken to highlight program costs ranging from difficult to discern indirect costs to readily accessible budget expenditures. The qualities of good reading programs are characterized and the essential elements of cost-effectiveness tools delineated before applying their theoretical principles to four schools in a large Northwest city.Item Open Access A Comparison of the Effectiveness of Traditional U.S. History Instruction Versus U.S. History Instruction Integrated with Decision Training on Content Knowledge and Decision-Making Competence(University of Oregon, 2011-06) Jacobson, David WilliamThe purpose of this study was to explore the effectiveness of training in decision-making on U.S. history content knowledge and on decision-making competence. All sophomores (n = 387) in one Pacific Northwest high school were randomly assigned for two trimesters to one of two groups: (a) U.S. history instruction integrated with decision training or (b) traditional U.S. history instruction. During the study, Experimental Group participants were trained to use a decision-making tool to sort, process, and analyze the facts, events, and concepts of history in the context of solving a historically relevant problem. By applying the decision-making tool to problems and decisions of the past, students utilized a schema for critical, analytical, and creative thinking about U.S. history content. Students also analyzed current problems and decisions they face. Dependent measures were (a) NAEP U.S. History questions, (b) Decision-Making Competence Index (DMC), (c) NAEP item analysis using knowledge forms and intellectual operations, and (d) Experimental Group follow-up interviews. Results indicated statistically significant differences between groups favoring the Experimental on both the NAEP U.S. History test and on the DMC. Experimental Group participants scored higher on NAEP items requiring concept or principle knowledge forms and on items requiring summarization or illustration. Follow-up interview scores positively correlated with DMC posttest scores. Results are discussed in terms of (a) the application of NAEP and DMC scores to curricular interventions and (b) item analysis and interviews in relation to the environmental and physical constraints of the current high school structure.Item Open Access Conflict behavior in the diverse classroom(University of Oregon, 2010-12) Clott, Aimee D., 1976-Increasing diversity in education necessitates the incorporation of diversity-related curricula to assure student learning and development. Responding to the diverse needs of students improves learning and development for all students, which in turn fosters inclusive environments in education. Avoidance of conflicts sparked by differences encountered in diverse classrooms may prevent the incorporation of diversity-related curricula. The literature suggests that the predominance of conflict-avoidance among educational professionals may be related to previous exposure to diversity-related issues and content in their educational training. However, empirical evidence of conflict-avoidance among educational professionals in response to this type of exposure has yet to be established. This study surveys students enrolled in a diversity-related education course in an effort to estimate the effects of diversity-related training on conflict-avoidant behaviors.Item Open Access Constructing Success for Black Students in Suburban High School(University of Oregon, 2011-06) Lake, Johnny A.Considerable literature supports that teachers are important to student achievement, but few studies have assessed the student voice to determine what specific teacher behaviors and interactions affect achievement. This study is a secondary analysis of existing data from a local implementation of a national survey of student appraisals of teacher-student relationships, school experiences and their impacts on achievement. Data were analyzed to explore differences in perceptions for White and Black students, for higher- and lower-performing Black students and for Black males and females who attend suburban, high SES, high-performing, predominantly White high schools. Findings indicate an achievement gap between Black and White students, Black higher- and lower-performing and Black male and female students in predominantly White high schools. Students' perceptions of specific teacher interactions, school experiences and achievement differed and were impacted by race and gender effects, but more positive appraisals of student-teacher interactions and school experiences were positively related to improved achievement for all students.Item Open Access Designing and validating a measure of teacher knowledge of Universal Design for Assessment (UDA)(University of Oregon, 2010-06) Jamgochian, Elisa M.The primary purpose of this study was to design and validate a measure of teacher knowledge of Universal Design for Assessment (TK-UDA). Guided by a validity framework, a number of inferences, assumptions, and evidences supported this investigation. By addressing a series of research questions, evidence was garnered for the use of the measure to describe what teachers know about assessment accessibility issues through their application of seven UDA principles. The investigation used research designs and sampling procedures specific to each research question. The TK-UDA was designed to capture depth of knowledge, from background to declarative to applied, through a variety of item types. Internal, external, and teacher reviews provided evidence to support the content validity of the measure, and, based on the feedback from these reviews, the measure was revised to improve content and clarity. The measure was then implemented online; a purposeful sample of experts and inservice and preservice teachers was invited to participate in the study. It was anticipated that these participants would represent a range of knowledge of UDA. Following measure implementation, analyses were conducted to evaluate whether performance on items accurately reflected a continuum of teacher knowledge. Evidence of discriminant/criterion-related validity was examined by evaluating group differences. Based on results from t -tests and MANOVAs, no significant differences between groups (based on level of expertise) were found. Item Response Theory (IRT) scaling of items along a continuum indicated that declarative knowledge items were generally less difficult than applied knowledge items. IRT scaling of person scores represented a rather narrow range of knowledge within the sample. Reliability estimates from the IRT scaling and test-retest indicated strong item reliability, relatively weak person reliability, and satisfactory test-retest reliability, respectively. To obtain evidence regarding the usefulness of the measure to determine professional development needs, a Kruskal-Wallis rank-order test was conducted to evaluate the differential difficulty of UDA elements within the applied knowledge section. This provided initial evidence for identifying professional development needs at the element level. These results provide information that will guide further instrument development and future research in this area.Item Open Access Developing a profile to predict student response to treatment with Fast ForWord programs(University of Oregon, 2010-12) Glazener, Laurie AnnMatching reading deficits to appropriate intervention programs is a challenge given the number of treatment options available to educators. The Fast ForWord (FFW) computerized intervention series has been marketed as a way to treat underlying causes of poor reading skill; i.e., substandard levels of basic language skill, phonemic awareness, and/or phonics application. If the programs work as claimed, then completion of Fast ForWord should improve the next reading subskill developed after phonics, oral reading fluency. Part 1 of this study involves a treatment ( n = 72) versus comparison ( n = 84) group two by two ANOVA to evaluate that hypothesis. No effect for FFW is found ( p = .84). Application of decision rules from Response to Intervention (RTI) models classifies positive changes in risk category at a greater rate for the comparison group ( n = 31) than for the FFW group ( n = 20) ( X 2 = 3.81, (1), p = .05). Pre-intervention language scores for the FFW group are compared to assist with intervention placement decisions. Differences in mean language scores are not significant ( p = .85) between the two groups [positive response ( n = 19) versus low response ( n = 57)]. In a binary logistic regression of quartile membership for language scores, no score ranges predict membership ( X 2 = 4.75, (8), p > .05). Measuring treatment effect with ORF is not recommended. The use of pre-intervention language and ORF scores below the 25th percentile as indicators of a positive change in oral reading fluency following FFW treatment also is not recommended. However, future research that considers language scores along with other curriculum-based measures of prereading skill either as pre-intervention indicators or outcome measures is recommended.Item Open Access Developing the English language vocabulary of native Korean-speaking students through Guided Language Acquisition Design(University of Oregon, 2009-06) Hahn, Sara Leigh-Anne, 1969-The primary purpose of this research is to determine whether the implementation of Guided Language Acquisition Design (GLAD) teaching strategies increases the English receptive language and expressive vocabulary development of native Korean-speaking students. A secondary focus of the study is to identify specific GLAD strategies that are observed to be effective at supporting the expanding vocabulary of students. Because English language learners need to learn and use vocabulary words for different purposes and in different contexts, this dissertation is focused on vocabulary development for second language acquisition that is not in the context of reading. Participants included 16 native Korean-speaking students (grade 1, N = 11; grade 2, N = 5) and their teachers ( N = 7). The teachers used seven GLAD strategies to implement their science curriculum over a period of approximately 7 weeks. All of the teacher resources that were necessary to implement the GLAD strategies were provided. Quantitative data were collected on curriculum dependent as well as curriculum independent measures and were analyzed using paired-samples t tests to determine if growth occurred in the student's English receptive and expressive vocabulary development. Results indicate that curriculum independent measures produced findings that were statistically significant in receptive language only, at least at the small sample size. Curriculum dependent measures, however, did produce findings of learning gains that were statistically significant in both areas. These findings suggest that when vocabulary words are carefully selected from the curriculum, intentionally taught and implemented through a variety of strategies, it is possible that receptive language and expressive vocabulary growth may occur on targeted vocabulary. Qualitative data were also collected through teacher interviews, observation checklists, and web-based teacher questionnaires. The qualitative data were coded and analyzed for patterns to provide information on the implementation and effectiveness of the GLAD strategies. Three strategies, the cognitive content dictionary, total physical response, and 10/2, were identified as strategies that were (a) used frequently, (b) showing effective use when implemented, and (c) used to teach the target vocabulary words. Qualitative data also revealed that these three strategies were used throughout the day and not exclusively during science.Item Open Access Effects of the UO Diversity-Building Scholarship on student retention, graduation, and graduation debt(University of Oregon, 2008-06) Baiza, Tomas HulickThis dissertation examines the effects of the UO Diversity-Building Scholarship (DBS) on the student outcomes of retention, graduation, and debt load upon graduation. Student outcomes were interpreted in the context of three research questions focusing on: (a) how DBS recipients compared with other funding groups; (b) how student outcomes differed by ethnoracial group; and (c) how outcomes differed by students' level of financial need. DBS recipients were compared with Staton and Dean's scholarship recipients and unfunded students. Study predictors were funding status, ethnoracial background, and financial need. Variables controlled for in study models were gender, parents' educational background, and standardized test scores. The effects of the DBS were analyzed using both descriptive and inferential (logistic and linear regression) analyses. Regression analyses yielded mixed results with regards to differential outcomes by funding group, ethnoracial background, and financial need. After discussing results in detail, I offer several policy and research recommendations in reaction to negative or unfavorable outcomes among DBS recipients. These recommendations focus on increased data gathering for UO scholarship recipients and formal evaluations of the impact of student support efforts directed at Diversity-Building scholars in particular and scholarship recipients in general.Item Open Access The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders(University of Oregon, 2009-06) McKee, Michael ToddDropping out of high school may have individual as well as social implications. The process of dropping out is attributed to social and academic risk factors. Attendance, course completion and grade-point-average have been identified as key indicators of students off-track for graduation. This study utilized a single exploratory case design with embedded quantitative statistical analysis to understand the characteristics of 416 students transitioning from three middle schools to a large, suburban high school. Correlation and regression analyses were used to examine the relationship between 12 middle school indicators and ninth grade attendance, course completion, and grade-point-average. Findings suggested that middle school grade-point-average, course grade D, attendance, and ACT math scores were strong predictors of ninth grade performance. The major implications have highlighted key middle school risk indicators for identifying and providing intervention to transitioning students at risk of school failure.Item Open Access Encouraging school leadership in elementary schools(University of Oregon, 2008-06) Mead, Carlton R., 1963-The purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies are implemented, how each leadership team interacts with me as their district administrator, and how performance toward meeting the goal is perceived by key actors in the school this research was conducted as an action-research case study. The inter-relationships between school goals and school leadership team behaviors in a large suburban school district and the influence of these teams on the practices of the individuals on each of the three different school teams were the primary focus of this study. This study took place beginning in December 2007 and culminating in March 2008. The researcher kept a field journal of team meetings and staff development activities at each site. Interviews were conducted with principals, teachers, and parents at each site to gain multiple perspectives of school improvement and leadership. Findings of this case study may reveal a close connection between the practices of the regional administrator and school leadership teams and the outcome of school improvement initiatives. Recommendations are made for changes in practice and for future research studies.Item Open Access Establishing predictive validity for oral passage reading fluency and vocabulary curriculum-based measures (CBMs) for sixth grade students(University of Oregon, 2010-06) Megert, Brian R.In recent years, state and national policy created the need for higher accountability standards for student academic performance. This increased accountability creates an imperative to have a formative assessment system reflecting validity in inferences about the effectiveness of instruction and performance on statewide large-scale assessments. Curriculum-based measurement (CBM) satisfies both functions. However, research shows the predictive power of oral passage reading fluency (PRF) diminishes in middle and high school. Because of the decreased predictive validity of PRF in the upper grade levels, additional reading CBMs should be explored. This study compares PRF and Vocabulary CBM data for all sixth grade students in a school district using two statistical procedures: correlation and regression. The correlation coefficients were moderately high among PRF, Vocabulary CBM, and the Reading test in Oregon Assessment of Knowledge and Skills (OAKS). A regression analysis indicated that the Vocabulary CBM explained more variance than PRF in predicting reading performance on OAKS. A second multiple regression analysis introduced three non-performance indicators (Gender, Attendance, and NCLB At-Risk), along with the two CBMs (Vocabulary and PRF). The second regression results revealed that Vocabulary again was more predictive than PRF, Gender, Attendance, or NCLB At-Risk. At-Risk status was the only non-performance indicator that was significant. All the findings have been discussed within the context of understanding reading skills using CBMs and their relation to performance on a large-scale test used for accountability. The findings have been framed as part of an information system that allows schools and districts to better tailor staffing, instruction, and schedules to student needs. Suggestions for future research also have been discussed, particularly in enhancing the predictions on large-scale test outcomes using a variety of CBMs.Item Open Access An examination of the relationship among affective, cognitive, behavioral, and academic factors of student engagement of 9th grade students(University of Oregon, 2010-06) Burrows, Peter L., 1970-Research has identified the construct of student engagement as an antecedent to positive academic outcomes. In this study, the Student Engagement Instrument (SEI) was administered to 371 9th grade students at a comprehensive high school to measure the cognitive and affective engagement of students. Exploratory factor analyses were conducted on the 35-item SEI with best model fit matching previous research in which a five-factor model was found. Logistic and multiple regression analyses were then utilized to explore the relationships among cognitive and affective engagement and student achievement and behavioral outcomes. Findings generally supported the significance of the student engagement subtypes of cognitive and affective engagement in predicting educational outcomes. Results suggest that further study of the affective and cognitive subtypes and their development over the course of a student's education would enhance the understanding of the student engagement construct and lead to the development of interventions to mediate the effects of these subtypes.Item Open Access Examining school, student, and measurement effects on first grade students' demonstration of the alphabetic principle(University of Oregon, 2011-06) Basaraba, Deni Lee, 1981-Learning to read and successfully decode words is complex, requiring the integration of critical component skills such as phonological awareness, alphabetic understanding, and phonological recoding. As foundational skills required for reading with automaticity, researchers recommend that explicit instruction of these skills begin early, particularly for students at risk. One commonly used measure to examine students' alphabetic understanding and phonological recoding skills is DIBELS Nonsense Word Fluency (NWF), a pseudo-word reading measure composed of vowel-consonant and consonant-vowel-consonant words. One purpose of this study was to examine the effects of school-level and individual student-level predictors on students' overall performance on NWF in the spring of grade 1 as evidenced by their total Correct Letter Sounds (CLS) and Words Read as Whole Units Correctly (WRWUC) scores. A series of hierarchical linear models were estimated to investigate the contributions of three student-level predictors (English Learner status, fall of grade 1 Phoneme Segmentation Fluency raw scores, and fall of grade 1 NWF scores) and two school-level predictors (percentage of students eligible for free and reduced lunch and percentage of incoming at-risk kindergarteners) in explaining the variance observed in NWF scores A second purpose was to estimate the item difficulties of the first 20 pseudo-words for comparability of difficulty, controlling for student-level covariates. A series of hierarchical generalized linear models were estimated to investigate the contribution of student-level predictors while controlling for school effects. Participants were 1,111 first grade students enrolled in 14 elementary schools participating in the Oregon Reading First initiative. Results indicated that fall of grade 1 NWF raw and quadratic scores were the only statistically significant student-level predictors of CLS and WRWUC scores in the fully specified Level 1 model. The relation between school-level predictors and spring of grade 1 NWF performance complicated interpretation, but both school-level predictors were also significant. Additionally, results of the item difficulty estimates reveal significant student-level effects on item difficulties, providing evidence that item parameters are not equal for the first 20 pseudo-words on DIBELS NWF. The effects were particularly strong for English Learners. Implications for practice and directions for future research are discussed.