Item calibration in small sample conditions is an important research and practical issue. This thesis aims to solve this issue by implementing a promising method, optimal design. Contrary to traditional random item selection, optimal design matches examinees and pretest items for maximal information on item parameters according to certain optimal design criterion. For example, in L-optimal design, item selection is based on correct item response probabilities equal to 25% or 75% with equal weights. A two-stage design is adopted for applying optimal design: random item selection as the first stage, and optimal design as the second stage with initial item parameter estimation obtained from the first stage. For controlling the measurement error in ability estimate which is an important issue when pretest items are seeded at the earlier stages of a CAT, optimal design uses two types of MLEs of ability levels: using current ability estimates in calculating item response probabilities at the item selection step, and using the final ability estimates at the item parameter estimation step. Random item selection uses the moment reconstruction (MR) method in logistic regression estimation. The results show that both of the methods of measurement error control are effective. Optimal design provides less biased item parameter estimation than estimation methods under random item selection (including MML estimation). The implications for item calibration, the research limitations, and future research directions are discussed. This exploratory study builds a solid basis for the future application of optimal design for accurate item calibration in small sample conditions in CATs.

The most critical feature of a common-item nonequivalent groups equating design is that the average score difference between the new and old groups can be accurately decomposed into a group ability difference and a form difficulty difference. Two widely used observed-score linear equating methods, the Tucker and the Levine observed-score methods, have different statistical assumptions when decomposing the score difference. Variation in the decomposition of group ability and form difficulty differences can affect the equating results. This study confirmed previous findings in the literature that when form and group differences are small, both equating methods produce similar results. When the group ability difference is large, however, the Levine observed-score method produces more accurate equating results than the Tucker method. The results indicated that the Levine observed-score method not only decomposes form and group differences more accurately, but also yields smaller unweighted absolute equating differences and average weighted root mean square differences. This study showed that the Levine observed-score method is also robust to the form difference. (Contains 18 tables and 13 figures.).

This mixed method study examined secondary student matriculation to two selected community colleges offering career and technical education (CTE) transition programs through partnerships with K-12 and secondary districts having numerous high schools. The study had two distinct components: (1) a secondary study that compared CTE and non-CTE students on academic experiences, achievement, and transition into the first semester of college; and (2) a postsecondary study that examined CTE pathway students' transition experiences and outcomes associated with enrollment at the local community college. Both study components utilized qualitative methods to describe policies and practices and quantitative methods to assess how student participation affected student outcomes. A CTE transition program located in the Northwest which offered Information Technology/Computer Information Sciences (IT/CIS) curricula was one site, and a CTE transition program located in the Southeast which offered the Health Alliance curricula, specifically Emergency Medical Technician (EMT), was the second site. The results of this study describe students' high school performance, their transition from high school to college and careers, and their college performance, persistence, and credential attainment. The secondary study showed that CTE students took significantly more CTE courses and course credits than their matched counterparts. A significant difference was also noted between the groups on dual credit courses, with CTE students taking more than the non-CTE group. Results of the postsecondary study on a sub-sample of IT/CIS students at the Northwest community college confirmed no differences in the grade point average of the IT/CIS dual credit students compared to the non-IT/CIS group and to a Running Start (RS) dual credit group. The postsecondary study also found that the IT/CIS dual credit students were more likely to be college-ready than non-participants in communication but not non-participants in math or non-participants overall, after controlling for other factors. A follow-up survey conducted as part of the secondary study revealed that CTE students in both sites felt more prepared than their matched non-CTE counterparts to transition to college and careers. This study offers implications for policymakers and practitioners: (1) Results suggest that participation in CTE transition programs does not interfere with academic course-taking in that CTE students were equally as academically prepared as matched non-CTE students and other relevant comparison groups; (2) Student participation in CTE transition programs was associated with the students feeling more prepared for the transition to college and careers, with numerous results pointing to feelings of confidence and satisfaction regarding choices about college and careers; (3) Despite rather high incidence of remediation, students who required remedial coursework were often retained in college-credit courses and were not impeded in their persistence in college, raising questions about the presumed detrimental impact of remediation on persistence; and (4) Dual credit played a role in participants' accelerated progress and success at earning college certificates and degrees, and therefore suggests that dual credit, in association with academics and CTE, may be an incentive for college persistence and completion. The following are appended: (1) Discussion of Limitations; (2) Summary of Transition Practices in the Medium and High Engaged Schools; (3) Summary of PCA and EMT Transition Practices; (4) Course Coding; and (5) CTE Postsecondary Follow-Up Survey. (Contains 41 tables and 4 footnotes.).

This report is the summary of key aspects of Tech Prep in Illinois over the five year period of 2001-2005 during which all Tech Prep consortia provided annual data based on federal legislative requirements and state-determined essential elements of successful programs. These annual Tech Prep reports enable local educators to monitor student participation and program activities within their own consortium over time, and they can compare their consortium results with aggregate results for the entire state. Tech Prep programs are intended to provide students with academic preparation that involves nonduplicative, sequential programs of study that begin as early as the 9th grade and enable students' transition to postsecondary education and training. Tech Prep curricula involve integrated academic and technical content, developed in partnership with business and industry. The purpose of these programs is to provide individuals with the academic and technical skills needed to succeed in a knowledge- and skills-based economy. This Tech Prep report submits the following findings: (1) The number of high school Tech Prep programs fluctuated from 13.0 to 17.5 between FY01 and FY05; (2) The number of high school students and graduates who participated in Tech Prep programs increased from FY01 to FY03, declined in FY04, and rebounded in FY05; (3) The percentage of Tech Prep students who earned articulated and dual credits increased from about 50% to 75% from FY01 to FY03 before stabilizing in FY04 and declining in FY05; (4) The average number of Tech Prep students who matriculated to community college in a related Tech Prep program was stable from FY01 to FY03, increased from FY03 to FY04, and declined slightly in FY05; (5) The mean percentage of first-year college Tech Prep students who took at least one remedial course was relatively stable from FY01 to FY05; (6) Persistence in college Tech Prep programs has fluctuated from a low of 55.5% to a high of 64.7% between FY01 and FY05; (7) The incidence of high school involvement in all eight curriculum reform categories exceeds community college involvement, though reform activities have progressed at both levels; (8) High school faculty dominated the attendance in professional development activities related to Tech Prep over the five-year period; (9) High school personnel consistently accounted for about 75% of the participants in Tech Prep professional development activities; and (10) Each year, local consortium directors are asked to indicate the level of impact of 20 barriers on implementation of Tech Prep using a scale of 1 (none) to 6 (very major). In FY05, seven barriers were identified by at least 20% of consortium directors as having a major or very major impact on implementation during all five fiscal years. In conclusion, Tech Prep's early emphasis on credits in escrow, articulated credits, and recently dual credit and dual enrollment offers students the opportunity to earn college credit while enrolled in high school, an accelerated learning approach that can move students closer to their educational and career goals. This and other forms of accelerated learning continue to grow as increasing attention is paid to effective strategies that promote transition and access to higher education. As this report documents, progress has been made in the state of Illinois, but opportunities for growth and improvement remain. (Contains 8 endnotes.).