Technical Manual - Renaissance Learning

NormingData AnalysisTable 49:Gender and Ethnic Group Participation, STAR Early Literacy EnterpriseNorming Study 2014 (N = 134,830 Students)StudentsNational % Sample %Ethnic Group Asian 4.7% 2.2%Black 15.8% 24.0%Hispanic 23.8% 27.6%Native American 1.5% 1.8%White 51.7% 44.6%Multiple Ethnicity 2.6% Not Coded for AnalysisNot Recorded55.7% aGender Female 50.8% 46.6%Male 49.2% 53.4%Not Recorded19.5% aa. Ethnic Group was not recorded in 55.7% of the data records; 19.5% did not have student Genderrecorded. Percentages in the table above are based only on those cases with non-missing data forthose variables.The STAR Early Literacy Enterprise 2014 norming sample included 2,819 (2.1%)cases identified as students with disabilities (SWD), and 3,639 (2.7%) identified asEnglish Language Learners (ELL).Data AnalysisAs noted above, the first step in the norming process was to select a matchedsample of students within grades K–3 who had taken a STAR Early LiteracyEnterprise assessment in the first three months of 2012–2013 school year and aSTAR Early Literacy Enterprise assessment in the last three months of the2012–2013 school year.From the matched student sample, the second step in the norming process was toselect for each grade a random equal-sized sample from each of the ten deciles ofachievement performance. The decile for the spring 2013 STAR Early LiteracyEnterprise Scaled Score was used for the decile classification to avoid any sampleselection bias. The sample size for each decile within each grade was determinedby the sample size available for the smallest decile sample size available pergrade.STAR Early LiteracyTechnical Manual104