Deborah La Torre

Deborah La Torre
University of California, Los Angeles | UCLA · Department of Education

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16
Publications
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68
Citations

Publications

Publications (16)
Preprint
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In October 2021, the Graduate Student Issues Committee at NCME called their graduate students to create a study group about the current edition of The Standards for Educational and Psychological Testing (Standards). During this study group, we studied eachchapter of the Standards and consulted with different Experts about its content and potential...
Article
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In the United States, how to provide a high-quality education to all students has been a focal discussion, especially in urban settings. One potential solution that has emerged to confront this issue involves urban teacher residency (UTR) programs that provide innovations concerning the recruitment, preparation, and retention of teachers in high-ne...
Technical Report
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Regular participation in afterschool programs by elementary students in low income communities may lead to improved college and career readiness. This study found that students who had high levels of participation in the LA’s BEST afterschool program over three years were five percent less likely to dropout and six percent more likely to complete h...
Article
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Ever since the enactment of the No Child Left Behind Act (2001) in the United States, achievement gains resulting from afterschool participation have been of particular interest. However, findings have been inconsistent. The challenge for researchers is partly due to the wide variation of program goals, difficulty in obtaining valid control groups,...
Article
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This report presents the results of expert panels’ item-by-item analysis of the 2015 PISA Reading Literacy and Mathematics Literacy assessments and compares study findings on PISA’s representation of deeper learning with that of other related studies. Results indicate that about 11% to 14% of PISA’s total raw score value for reading and mathematics...
Technical Report
Full-text available
This study examines the extent to which deeper learning is expected to be present in the new college and career ready (CCR) standards. This is done by examining the distribution of items and tasks at high levels of cognitive demand (DOK3 and DOK4) in the summative test blueprints developed by the Partnership for Assessment of Readiness for College...
Article
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This article examines the extent to which participation in a large urban afterschool program had an impact on reducing participants' future juvenile crime rate. The research tracked the academic and juvenile crime histories for a sample of 6,000 students, including 2,000 participants in LA's BEST and 4,000 matched control students not participating...
Article
Researchers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as in other fields. This study bridges that gap and presents the results from a study to identify benchmarks and indicators for high quality afterschool programs. This research employed a...
Article
Full-text available
This report examines progress made by the Smarter Balanced Assessment Consortium (Smarter Balanced) and the Partnership for Assessment of Readiness for College and Careers (PARCC) through the spring of 2013. This is done by examining efforts concerning the development of their respective assessments, achievement level descriptors, accessibility and...
Article
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This study addressed key questions about LA's BEST afterschool students' self-efficacy, collaboration, and communication skills. We compared student perceptions of their own 21st century skills to external outcome measures including the California Standardized Test (CST), attendance, and teacher ratings. We found a substantial relationship between...
Article
The work reported herein was supported by grant number 021891 from LA’s BEST with funding to National
Article
Full-text available
Researchers and policymakers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as they are in other fields. This study bridges that gap and presents the results from a study that identifies benchmarks and indicators for high quality afterschool prog...
Article
Full-text available
There is growing interest in learning that occurs is non-formal environments such as museum. Unfortunately, learning at museums can be limited by access -- students rarely visit museums more than once a year. Potentially, informal learning on the internet has the advantage that learners have far greater access to the site allowing for more in-depth...

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