2001 Reading and Mathematics PSSA Technical Analysis - PA.Gov

TECHNICAL ANALYSIS

PENNSYLVANIASYSTEM OF SCHOOL ASSESSMENT

2001 READING AND MATHEMATICS PSSA

DATA RECOGNITION CORPORATION

RONALD MEAD, PH. D.SENIOR PSYCHOMETRICIAN

Vince Maurelli, M.S.Lead PsychometricianKirsten Melby, M.A.

Statistical Analyst

APRIL 2002

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THE PENNSYLVANIA SYSTEM OF SCHOOL ASSESSMENT 2001

TABLE OF CONTENTSChapter 1: Introduction

PSSA: The Pennsylvania System of School Assessment: 1Types of Assessment Measures 2Matrix Sampling Assessment Design 4

Chapter 2: Form Analysis and Item CalibrationTest Form Statistics 21Traditional Item Statistics 22Rasch Item Statistics And Equating 242001 PSSA Omitted Items 27

Chapter 3: Linking and EquatingGrade 5: Mathematics 28Grade 5: Reading 29Grade 8: Mathematics 31Grade 8: Reading 33Grade 11: Mathematics 35Grade 11:Reading 37

Chapter 4: Item Bias ReviewLimitations of Statistical Detection 39Mantel-Haenszel Procedure for Differential Item Functioning 39

Chapter 5: Student and School Level ScalingOverview of PSSA Design 45Common Items and Matrix-Sampled Items 46Scaled Scores for Content Standards 47

Chapter 6: Interpreting Scaled Scores on the PSSADefinition of Scaled Score 50School-Level Scales Scores 50Student Level Scaled Scores 54

Chapter 7: Reliability of Performance Standards 55

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Appendix A: PSSA 2000 Mathematics and Reading — Distribution Summaries by Form

Appendix B: PSSA Grade Five Item Analysis — Multiple Choice for Mathematics

Appendix C: PSSA Grade Eight Item Analysis — Multiple Choice for Mathematics

Appendix D: PSSA Grade Eleven Item Analysis — Multiple Choice for Mathematics

Appendix E: PSSA Grade Five Task Analysis — Open Ended Tasks for Mathematics

Appendix F: PSSA Grade Eight Task Analysis — Open Ended Tasks for Mathematics

Appendix 0: PSSA Grade Eleven Task Analysis - Open Ended Tasks for Mathematics

Appendix H: PSSA Grade Five Item Analysis — Multiple Choice for Reading

Appendix I: PSSA Grade Eight Item Analysis —Multiple Choice for Reading

Appendix J: PSSA Grade Eleven Item Analysis — Multiple Choice for Reading

Appendix K: PSSA Grade Five Task Analysis - Open Ended Tasks for Reading

Appendix L: PSSA Grade Eight Task Analysis - Open Ended Tasks for Reading

Appendix M: PSSA Grade Eleven Task Analysis — Open Ended Tasks for Reading

Appendix N: PSSA Grade Five - Across Year Linking

Appendix 0: PSSA Grade Eight - Across Year Linking

Appendix P: PSSA Grade Eleven — Across Year Linking

Appendix Q: PSSA Grade Five Mathematics — Between Group

Appendix R: PSSA Grade Five Reading — Between Group

Appendix 5: PSSA Grade Eight Mathematics - Between Group

Appendix T: PSSA Grade Eight Reading— Between Group

Appendix U: PSSA Grade Eleven Mathematics - Between Group

Appendix V: PSSA Grade Eleven Reading - Between Group

Appendix W: PSSA 2000 School Level Percentile Ranks

Appendix X: Percentile Rank Conversion Tables for Scaled Scores

The Pennsylvania System of School AssessmentChapter 1: Introduction

PSSA: The Pennsylvania System of School AssessmentThe purposes of the 2001 statewide assessment component of the Pennsylvania System ofSchool Assessment, as specified in the new Chapter 4 Regulations, include providing:

(1) an understanding of the students’ and schools’ achievement of the academic standardsto students, parents, educators and community citizens, (2) a measure of the degree towhich school programs enable students to attain the academic standards, (3) results toschool districts, charter schools and AVTSs, Intermediate Units, Private ResidentialRehabilatative Institutions, Approved Private Schools, Non-public and private schools foruse in their strategic plans, (4) information to the general public and state policymakersregarding school achievement of the academic standards, and (5) aggregated results for allstudents as well as for Individualized Education Plan (IEP) and non-IEP students.

The broad purpose of the State Assessments is to provide information to teachers andschools to guide the redesign of curricula and instructional strategies to enable students toachieve the academic standards. The areas assessed in 2001 are mathematics and readingat grades 5, 8 and 11. The Department strongly discourages the use of this testinginformation for the purpose of “ranking” schools.

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Types of Assessment Measures

The PSSA mathematics assessment employs two types of test items: multiple-choice andopen-ended. These provide differing types of information about mathematicsachievement.

Multiple-Choice Items

The majority of the mathematics items included in the PSSA are multiple-choice items.Multiple-choice questions are also termed “selected-response” since students choose theiranswers from among those provided. Such items are an efficient means of assessing abroad range of curriculum. They are relatively easy to develop and can be administered ina short amount of time.

In the PSSA mathematics assessment, all multiple-choice items have only one correctresponse choice, and the student is awarded one point for choosing it. For all items,students are provided with four response choices.

Multiple-choice questions can be used to assess a variety of skill levels, from short-termrecall of facts to problem solving. The great majority of the PSSA multiple-choicemathematics questions require students to carry out some process to find their answers,rather than simply recalling information from memory.

Open-Ended Tasks

Open-ended tasks require students to read a problem or task description and to write outtheir answers. Major components of such answers are both students’ clear presentationsof their computations and their explanations of the steps they followed in solving theproblem. The types of tasks utilized do not always require solving a problem involvingcomputations. Students may also be asked to perform such tasks as drawing a graph,shading some portion of a figure or listing object combinations that meet specifiedcriteria.

Open-ended tasks are especially useful for measuring students’ problem-solving skills inmathematics. In most of these tasks students are asked to show how they arrived at ananswer or what thinking was behind the answer they gave. The tasks present real-lifesituations that require students to solve problems using math abilities learned in theclassroom. There are no response choices on the page as with multiple-choice items.Students must read the task carefully, select the necessary information, devise a methodof solution, perform the calculations, enter the response directly on the page on which thetask is presented and explain the procedure to support the given response. This providesinsight into the students’ knowledge, mathematical abilities and reasoning processes.

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Open-ended tasks are scored in terms of a continuum of correctness. This continuum isdefined by a “rubric,” which outlines what the general requirements are at each scalepoint. Then, scoring guidelines based upon the general rubric are developed to scoreindividual items. The rubric approach to scoring has made it possible to include open—ended tasks in large-scale assessments, such as the PSSA. Large numbers of studentpapers can be scored in a highly reliable way by persons who have received training inapplying the rubric.

TYPES OF ASSESSMENT MEASURESThe PSSA reading assessment employs two types of test items: multiple-choice andperformance tasks. They are designed to measure students’ comprehension of theinformation contained in the reading passages and their ability to respond to them.

Multiple—Choice ItemsMultiple-choice/selected-response items measure such concepts as how well studentscomprehend the overall meaning of a passage or make basic inferences about it. At times,asking students to choose a preferred answer is the best way to determine whether theyhave gleaned certain important information from a story. Such information may includesetting, central idea or main events and their chronology.

Single-response multiple-choice items are the familiar four response choices with onecorrect answer type. The student is awarded one score point for choosing the correctresponse. All multiple-choice items at grades 5 and 8 and the multiple-choice items in thegrade 11 matrix sections are of this type. Distracters (incorrect responses) appeal to somekind of misinterpretation, predisposition, unsound reasoning or casual reading.

Performance TasksPerformance tasks are designed to address comprehension of text in ways that multiple-choice items cannot. A written response allows students to reflect on what they have read,integrate prior/background knowledge with text-based information, extend meaning andexpress their ideas.

These tasks are scored using the Pennsylvania Reading Assessment Rubric. This four-point scoring rubric clearly describes a range of performance requirements at each levelfrom minimal to very accomplished. Each task is carefully constructed to reflect thescoring rubric and to be text-dependent. Students may have the Pennsylvania ReadingAssessment Rubric, a thesaurus and a dictionary when responding to a performance task.

The rubric approach to scoring has made it possible to include performance tasks in large-scale reading assessments, such as the PSSA. The rubric approach also provides a highlyreliable way to score a large number of student papers by persons who have receivedtraining in applying the rubric.

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The rubric describes a hierarchy of responses containing each of the following threeelements:

• Understanding of the text is demonstrated through a response that is both text-basedand factual.

• Level of comprehension of the text is demonstrated through levels of thinking, fromliteral to personal, critical or evaluative responses.

• Connection to the text is demonstrated through responses that make connections toand go beyond the text.

Matrix Sampling Assessment DesignThe PSSA was originally designed as a complex matrix-sampling scheme, which wasvery efficient for measuring school-level performance but less efficient for providingstudent-level assessments and diagnostics. In this design, there is a common core of itemsthat all students respond to and blocks of matrix items that are form specific. The matrixforms are spiraled within classrooms so than all forms are distributed uniformly withineach classroom. This ensures that each matrix form is administered to an unbiased andeffectively random sample of students in each school.

Since multiple forms are administered within each classroom, every student potentiallycould take a different set of items. This allows the assessment to cover a wide range oftopics at the classroom level. Comparisons between students are more problematicbecause they not only took different items, but they may have been tested on differenttopics.

Both the common and matrix sections of the PSSA use traditional multiple-choice itemsand more innovative open-ended performance tasks. Psychometrically, multiple-choiceitems are very useful and efficient tools for collecting information about a student’sacademic status. Open-ended performance tasks are less efficient in the sense that theygenerate fewer scoreable points in the same amount of testing time. They do, however,provide tasks that are more realistic and better sample the higher-level skills. The designof the PSSA attempts to achieve a reasonable balance between the two formats.

The design changes that began to take effect with the spring 2000 administration haveshifted the focus of the measurement toward the student and away from the school.Beginning in 2000, student-level results were reported on the Individual Student Report(ISR) with diagnostic results at the academic content standard level. All student-levelresults are based on the common items only and presented in the raw-score percent-correct metric only1. In order to accommodate this change in focus, the common section

1 While the student-level scaled scores are not reported on the ISR, they are used for many of theunderlying calculations.

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has been expanded to better reflect the curriculum. Unfortunately, to administer the testsin a reasonable length of time, enhancing the common sections came at the expense of thematrix sections.

The PSSA design is an attempt to have the best of both worlds:

• All student-level results are based on the common core of all items that all students ina grade were administered. This ensures that all students are treated equally.

• All school-level results are based on the greater breadth of the matrix-samplingdesign. This enables the school-level results to better sample the entire curriculum.

Unfortunately, these dual objectives require some compromises:

• Many of the content standards are assessed with a minimal number of items.Consequently, scores reported at this level in any metric would have large standarderrors and are at risk of over-interpretation.

• The mean of the student level scores will not necessarily equal the school-level scorebecause they rely on different sets of items. They will be statistically equal since bothare estimates of the same school-level status but there is no reason to expect that theywill be numerically equal.

The following tables show how the two types of items and the content standards aredistributed across forms. Form W refers to the common sections and was the given to allstudents. Forms A through J for reading and mathematics are the matrix sections and eachstudent took one of these forms in reading and one in math.

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TEST FORM STATISTICS

The table below contains an overview of the form-level data. Test length (L), meanpercent correct (P), typical test-retest reliability (R) and typical standard error ofmeasurement (SE) are shown for each form by grade and content area. These statisticsare based on the total test using both multiple-choice and open-ended tasks and bothcommon and matrix sections for each form. The test lengths pertain to the data used forschool-level estimates and not for student-level results.

The test-retest reliability can be thought of as the correlation between scores if thestudents could be tested twice with the same instrument without the second testing beingaffected by the first. It is computed as the ratio of the variance associated with truescores divided by the total variance. The total variance contains a component due to thevariance in true scores and a component due to the imperfections in the measurementprocess.

The standard error of measurement is another indicator of precision. If everyone beingtested had the same true score1, there would still be some variation in observed scoresdue to imperfections in the measurement process. These may be random differences inattention during instruction or concentration during testing. Or perhaps differences couldarise because of problems with the wording of the items or layout of the answer sheet.The standard error is the standard deviation2 of the distribution of observed scores forstudents with identical true scores.

Both reliability and the standard error increase with test length; although, it is not the soledeterminant in either case. Comparing the information in tables 2.1 and 2.2 should givesome insight into the complexities and tendencies of the these statistics.

Table 2.1: Summary of Matrix Form Performances

Mathematics ReadingGrade L P R SE L P R SE

05 105 63 95 5.0 89-90 64 92 4.2

08 105 57 94 5.3 120 61 94 4.9

11 105 54 94 5.1 123-132 62 94 5.3

The Student-Level Scaled Scores were estimated using the common items only. Thisresulted in shorter test lengths and therefore slightly lower form reliabilities. Thefollowing table pertains to the common-item measures.

1 True score is the score the person deserves and would actually receive if the measurement process wereperfect.2 The standard deviation of a distribution is a measure of the dispersion of the observations. For the normaldistribution about 16% of the observations are more than one standard deviation about the mean and thesame percentage are more than one standard deviation below the mean. To illustrate, using the data in table2.1, about 68% of students with true scores of 70 will have observed scores between 65 and 75.

Item Analysis and Calibration 22

Table 2.2: Summary of Common Item Performances

Mathematics ReadingGrade L P R SE L P R SE

05 85 64 92 4.4 60 64 89 3.5

08 85 58 92 4.7 80 62 90 4.1

11 85 56 92 4.5 88 61 91 4.4

Appendix A presents detailed descriptions of the performance of each form by grade andcontent area.

The standard deviation shown in the table is the standard deviation of observed scores.Assuming normally distributed scores, one would expect about two-thirds of theobservations to be within one standard deviation of the mean. An estimate of thestandard deviation of the true scores can be computed as the sqrt{(SD*SD) – (SE*SE)}.For grade 5 math, this would be sqrt{(15.5*15.5)-(4.5*4.5)} = 14.8.

The reliability can also be computed from these data. Again for grade 5 math common,R={(15.5*15.5)-(4.5*4.5)}/(15.5*15.5) = 0.92.

TRADITIONAL ITEM STATISTICS

Although all items had been reviewed several times, a thorough item analysis wasconducted to ensure that the items and forms performed as expected. With anypsychometric model, an item analysis is a search for unexpected results. In general, moreable3 students are expected to pass easy items and less able students are expected to faildifficult items. If either of these situations do not occur, the item should be reviewedonce more to determine the nature of the problem and the characteristics of the studentsaffected.

The most familiar indices of item performance are proportion correct (p-value) and itemreliability. Reliability for dichotomous items is typically represented by the point biserialcorrelation coefficient. This statistic will be positive if the total test mean score is higherfor the students who respond correctly to the item than for the students who respondincorrectly. Hence, the correlation will be low if there is a more able way to fail the itemor a less able way to pass it.

The p-value is a subtler indicator of item quality but the value should be appropriate forthe item. If there is a more able way to miss an item, the item will appear more difficultthan the underlying problem. Conversely, if there is a less able way to pass the item, itmay appear surprisingly easy.

Table 2.3 gives the mean p-value and point biserial correlation (PtBis) for the multiple-choice items in each grade and content area as a frame of reference of evaluating items.The p-value is the proportion of the students who responded correctly to an item. The

3 Following the Rasch literature, ability is used in this discussion as a generic term for the construct that isbeing measured by the exam. Competence, achievement, learning and status are among the alternativesthat are sometimes used but are all subject to some degree of misinterpretation.


point biserial correlation is the correlation between the student’s score on the item (zeroor one) and the score on the total test. This can be computed as the familiar Pearsonproduct-moment correlation but because the item score is a dichotomous variable, theformula can be written in a simpler form.

The point biserial correlation is also called the item reliability. The correlation will havea positive value when the mean score of the students answering correctly is higher thanthe mean score of the students answering incorrectly. This is a very reasonablerequirement since it indicates that students who did well on the total test tended to dowell on this item. The index will take its maximum theoretical value of 1.0 if everystudent who answered the item correctly scored better on the test than any student whoanswered incorrectly4.

In general, with the mean p-values in the low 0.6 range, the PSSA was quite challengingto most students. With the average point biserial correlations near 0.4, the overall itemquality was quite good.

Table 2.3: Typical Form Statistics by Grade and Content

Mathematics Reading

Grade P-value PtBis P-value PtBis

05 .66 .46 .68 .44

08 .61 .47 .65 .43

11 .55 .45 .62 .43

The item level analyses done for the PSSA also included the percent of students selectingeach incorrect response (foil) and the correlation between selecting a response and totaltest score. This information is useful to help item writers and editors understand theitem’s behavior. The percent selecting each response is an indicator of which foils areparticularly attractive.

The correlations by response are a further refinement on this idea. They indicate whichresponses are attractive to high scoring students and which to low scoring students. Theideal pattern would be a strong positive correlation for the correct response and strongnegative correlations for the incorrect responses. This pattern would indicate that theincorrect responses tend to attract students who tended to do less well on the total test.Consequently, one could conclude that the item is measuring the same construct as is thetest as a whole.

4 It is legitimate to view the point biserial correlations as standardized means. A positive value meansstudents who chose that response had a higher mean score than the average student; a negative value meansstudents who chose that response had a lower than average mean score.


RASCH ITEM STATISTICS AND EQUATING

Software implementing the Rasch model was used to obtain estimates of logit difficultiesfor both dichotomously- and polychotomously-scored items. The parameters estimatedfor polychotomous items are the step difficulties associated with the Masters PartialCredit model. This software has been adapted to handle all the item types currently inuse with the PSSA.

Rather than percent correct, the Rasch model expresses item difficulty (and studentability) in units typically referred to as logits. In the simplest case, a logit is atransformed p-value with the average p-value becoming a logit of zero. In this form,logits resemble z-scores or standard normal deviates; a very difficult item might have alogit of +4 and a very easy item might have a logit of –4. They actually have no formalrelationship to the normal distribution.

The logit metric has several mathematical advantages over p-values. It is an intervalscale meaning two items with logits of zero and one are the same distance apart as itemswith logits of +3 and +4. Logits are not dependent on the ability level of the students. Aspecific form will have a mean logit of zero whether the average p-value of the sample is0.8 or 0.3.

The standard Rasch calibration procedure arbitrarily sets the mean difficulty of the itemson any form at zero. Any item with a p-value lower than the average item on the formreceives a positive logit difficulty and any item with a p-value higher than the averagereceives a negative logit. Consequently, the logits for any calibration, whether it is athird grade reading test or a high school science test, relate to an arbitrary origin definedby the center of items on that form. The average third grade reading item will have alogit of zero; the average high school science item will have a logit of zero. This appliesto logits for both item difficulties and student abilities.

There are any number of other arbitrary choices that could be made for centering the itemdifficulties. Rather than using all the items, the origin could be defined by a subset. Forthe PSSA, all test forms in a particular grade and content area share a common block ofitems. The items on all forms can then be easily adjusted to a single (but still arbitrary)origin by defining the origin as the mean of the common items. With this done, theorigins for all ten forms will be statistically equal. Items on forms A and J that areequally difficult should now have equal logit difficulties.

Since the test forms were spiraled within classrooms, there are some cross checks that aremade to ensure the calibrations and links are reasonable. First, because of the spiraling,each form will be administered to a statistically equivalent sample of students and so anydifferences in performances observed among the groups should be due only to differencesin form difficulty. After linking, the mean and standard deviation of the logit abilitiesshould be statistically equal for each sample of students.

Second, because of the equivalent samples, the common items should have the same p-values regardless of which form and sample is being considered. And finally, for allitems, both common and matrix, a plot of the relationship between the p-value and thelogit should fall along a single, curved line.


The curve using the diamond plotting symbol for Logit 2000 in Figure 2.1 below forGrade 5 Mathematics illustrates a situation in which these conditions were met quite well.This curve shows the transformation from p-values (x-axis) to logits (y-axis) for the year2000. The curve is nearly linear in the center but curves towards asymptotes of zero (onthe left) and one (on the right).

In theory, with the Rasch model, linking the exam for the current year to the exam forprevious years is just as straightforward as linking forms within year. However, thestudent samples can not be assumed equivalent across years and identical items can havedifferent properties in different years because of changes in the item’s context or changesin the students’ experiences. Consequently, between-year linking is somewhat lesscertain than within-year linking.

The link between years must be from items that are used in both years in approximatelythe same context. The same context in this situation means the items are not altered inany way, they appear in about the same position in the booklet, and they are administeredat about the same time of day. PDE provides a code for each item as part of the answerkey file that indicates the item’s appropriateness for linking. Codes between 1 and 6represent the gradation of the item’s suitability. A code of ’1’ means the item text isidentical and its sequence number has not changed by more than 2 or 3. A code of ’5’means the item has been significantly revised. A code of ’6’ indicates a completely newitem.

For within-year linking, the procedure is to link forms through the common section. Theresult is a bank of items with comparable logit difficulties. For between-year linking, theprocedure is to link the current year’s bank to the previous year’s banks. Theoretically,the process is identical to within-year.

(1) Overlapping items are identified.

(2) Adjusting the logit difficulties (of all items) in the current year’s bank so that themean logit difficulty for the overlapping items is equal to the mean logit difficulty forthe same items in previous year’s bank.

Figure 2.1: Grade 5 Math Comparison of 2000 and 2001

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(3) Assess the validity of the link by identifying any items that do not maintain theirrelative position across years.

Plotting p-values against logit difficulties across year is not as reliable as it is within yearbut it is still informative. Within year, a given p-value will translate to a given logitregardless of the form it is used on, within the limits of statistical precision. Within year,the p-value-to-logit plot should be a single curved line; between years, the plot couldhave separate lines for each year. The difference between the two lines is a reflection ofthe adjustment (positive or negative) that is required to equate the two item banks. This isthe situation shown in Figure 2.1 with the curves using the square and the triangleplotting symbols.

The plot of the p-values for overlapping items from the two years can also beinformative. If the p-values for the current year are systematically higher than for thesame items last year, the scale scores should also show a systematic improvement afterthe two item banks have been properly linked. This is shown in Figure 2.1 with thediamond-plotting symbol.

There are some checks on the reasonableness of the linking process that can beperformed. Item calibration should be invariant across years, except for an arbitrarylocation constant. When the logit difficulties of the overlapping items for the current yearare plotted against their logit difficulties for a previous year, the result should be astraight line, whose width reflects the standard errors of estimation for the itemdifficulties. Identifying any outliers and recomputing the adjustment based on an editedset of overlapping items should improve the link.

Figure 2.2 above uses the same data as Figure 2.1 but focuses entirely on logitdifficulties. It shows more clearly the relationship between 2000 logits and 2001 logits.There is a well-defined line with a few outliers. From the intercepts which are (0, -0.5)and (0.5, 0) approximately, it can be seen that the required translation constant is slightlyless than 0.5 logits. Subtracting 0.5 from the 2001 logits (or adding 0.5 to 2000 logits)would shift the line to pass through the origin.

Figure 2.2: Grade 5 Math 2001 Link to 2000

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2001 PSSA OMITTED ITEMS

Numerous items from Grades 5, 8, and 11 were omitted from scoring due to poorstatistical performance. Items with low p-values or negative point biserial correlationsindicate that another answer option is a plausible alternative to the correct answer option.The following items were flagged during item analysis and were omitted from finalscoring. All omitted items were Reading items.

Table 2.4 PSSA 2001 Omitted Items

Grade 5 Grade 8 Grade 8Continued

Grade 11 Grade 11Continued

A165 A205 G190 A189 E222

B164 A208 G191 A190 F192

B177 A211 G196 A205 F216

C176 A213 G200 A208 F202

C183 B182 G208 A211 F226

D171 B190 G211 B214 H191

E168 B193 H189 C198 H196

F164 B197 H196 C224 H197

F179 B203 H200 D192 H202

G163 B208 H212 D205 H203

G179 C182 I187 D208 H207

I178 C194 I190 D212 H210

J164 C210 I193 D222 H206

J177 D195 I195 D227 I191

E181 I213 D228 I209

E206 J179 E190 I210

F185 J185 E198 I225

F191 J190 E205 I228

J199 E207 J194

E214

E215

E216

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Grade 5: MathematicsThe traditional item statistics, percent correct and point biserial correlations, displayedtypical and reasonable distributions for Grade 5 Mathematics, as shown in Figure 3.1below. These statistics were computed for each test form so, in this plot, clusters ofpoints represent a single common item that occurred on all ten forms. The points nearpercent correct of 0.85 and correlation of 0.17 illustrate this.

The percent correct scores range from about 0.25 to about 0.96 with the majority of theitems in the range 0.5 to 0.82. Most of the item reliabilities are between 0.3 and 0.5 withonly two items below 0.2, both of which are matrix items. It might also be useful toinvestigate the items with reliabilities near 0.6. They may be exemplars for what itemsshould be or they might be tapping some extracurricular experience primarily available tothe better math students.

Figure 3.2 entitled Grade 5 Mathematics Link 2001 to 2000 contains several pieces ofinformation for the items that were used to link the 2001 exam to the 2000 exam. Thediagonal line, rising from left to right, shows the item logit difficulties in the two years.One would expect the relationship to form a straight line with slope one. The extent towhich the line does not pass through the origin indicates a shift in the form difficulty.The intercepts are in fact an estimate of the between year equating constant. For gradefive mathematics, the logit shift is close to one logit.

The two lines sloping downward toward the right relate item p-values for the two years tothe 2000 logits. The line using the diamond plotting symbol shows the relationshipbetween p-value and logit difficulty for the 2000 data. It shows the curvilinearrelationship required by the model with low p-values being translated into high logitdifficulties and high p-values into low difficulties. The smoothness of this line indicates

Figure 3.1: Grade 5 Mathematics Traditional Statistics

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Linking and Equating 29

good agreement among the ten forms. Because the ten forms were spiraled withinclassroom, the samples generated are randomly equivalent and one would expect the

same p-value to translate into the same logit. This is the case with these data.

The line with the cross plotting symbol shows the relationship between the p-values from2001 and the logits from 2000 for the linking items. It also shows the curvilinearrelationship but the line is not as smooth. This is expected because the p-values andlogits were produced by completely different samples. With the exception of a fewitems, this line indicates reasonable agreement between the two years.

The degree to which these two lines do not coincide indicates a change in the p-valuebetween the two years. Most of the item p-values are slightly higher in 2001 than theywere in 2000. Note this chart is based on the overlapping items that were administered inidentical form in both years. The change in p-value indicates improvement and isconsistent with the change in the state level mean scale score.

Grade 5: ReadingThe traditional item statistics, percent correct and point biserial correlations, displayedtypical and reasonable distributions for Grade 5 Reading, as shown in Figure 3.3 below.These statistics were computed for each test form so, in this plot, clusters of pointsrepresent a single common item that occurred on all ten forms.

The percent correct scores range from about 0.3 to about 0.9 but the majority of the itemdifficulties are greater than 0.5. Most of the item reliabilities are between 0.3 and 0.6with only a few items below 0.2. The three lowest are matrix items. It might also beuseful to investigate the items with reliability near 0.6. They may be exemplars for whatitems should be or might be tapping some extracurricular experience primarily availableto the better students. There is also a consistent pattern of the lowest reliabilities being

Figure 3.2: Grade 5 Mathematics Link 2001 to 2000

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associated with the lowest p-values. Most, but not all, items in this region are matrixitems. These items are too difficult for these students to contribute to the measurement.

Figure 3.4, entitled Grade Five Reading Link 2001 to 2000, contains several pieces of

diagonal line, rising from left to right, shows the item logit difficulties in the two years.

One would expect the relationship to form a straight line with slope one. The extent towhich the line does not pass through the origin indicates a shift in the form difficulty.The intercepts are in fact an estimate of the between year equating constant. For gradefive reading, the logit shift is approximately 0.7 logit.

Figure 3.3: Grade 5 ReadingTraditional Statistics

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Figure 3.4: Grade 5 Reading Link 2001 to 2000

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The line using the diamond plotting symbol (top line with downward slope) shows therelationship between p-value and logit difficulty for the 2000 data. It suggests thecurvilinear relationship imposed by the model with low p-values being translated intohigh logit difficulties and high p-values into low difficulties. The smoothness of this lineindicates very good agreement among the ten forms. Because the ten forms were spiraledwithin classroom, the samples generated are randomly equivalent and one would expectthe same p-value to translate into the same logit. This is the case with these data.

The line with the cross plotting symbol shows the relationship between the p-values from2001 and the logits from 2000 for the linking items. It also shows the curvilinearrelationship but the line is not as smooth. This is expected because the p-values andlogits were produced by completely different samples. With the exception of a fewitems, this line indicates reasonable agreement between the two years.

The degree to which these two lines do not coincide indicates a change in the p-valuebetween the two years. Most of the item p-values are very slightly higher in 2001 thanthey were in 2000. Note this chart is based on the overlapping items that wereadministered in identical form in both years. The change in p-value indicates someimprovement and is consistent with the change in the state level mean scale score.

Grade 8: MathematicsThe traditional item statistics, percent correct and point biserial correlations, displayedtypical and reasonable distributions for Grade 8 Mathematics, as shown in Figure 3.5.These statistics were computed for each test form so, in this plot, clusters of pointsrepresent a single common item that occurred on all ten forms.

The percent correct scores range from about 0.35 to about 0.85. Most of the itemreliabilities are between 0.3 and 0.6 with only a few items below 0.2. It might also beuseful to investigate the items with reliability near 0.6. They may be exemplars for whatitems should be or might be tapping some extracurricular experience primarily availableto the better students.

Figure 3.5: Grade 8 MathematicsTraditional Statistics

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Figure 3.6, entitled Grade 8 Mathematics Link 2001 to 2000, contains several pieces ofinformation for the items that were used to link the 2001 exam to the 2000 exam. Thediagonal line, rising from left to right, shows the item logit difficulties in the two years.One would expect the relationship to form a straight line with slope one. The extent towhich the line does not pass through the origin indicates a shift in the form difficulty.The intercepts are in fact an estimate of the between year equating constant. For gradefive mathematics, the logit shift is close to one half logit.

The two lines sloping downward toward the right relate item p-values for the two years tothe 2000 logits. The line using the diamond plotting symbol shows the relationshipbetween p-value and logit difficulty for the 2000 data. It shows the curvilinearrelationship required by the model with low p-values being translated into high logitdifficulties and high p-values into low difficulties. The smoothness of this line indicatesgood agreement among the ten forms. Because the ten forms were spiraled withinclassroom, the samples generated are randomly equivalent and one would expect thesame p-value to translate into the same logit. This is the case with these data.

The line with the cross-plotting symbol shows the relationship between the p-values from2001 and the logits from 2000 for the linking items. It also shows the curvilinearrelationship but the line is not as smooth. This is expected because the p-values andlogits were produced by completely different samples. With the exception of a fewitems, this line indicates reasonable agreement between the two years.

The degree to which these two lines do not coincide indicates a change in the p-valuebetween the two years. Most of the item p-values are very slightly higher in 2001 thanthey were in 2000. Note this chart is based on the overlapping items that wereadministered in identical forms in both years. The change in p-value indicates someimprovement and is consistent with the change in the state level mean scale score.

Figure 3.6: Grade 8 MathematicsLink 2001 to 2000

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Grade 8: ReadingThe traditional item statistics, percent correct and point biserial correlations, displayed asomewhat unusual distribution for Grade 8 Reading, as shown in Figure 3.7. There is anunusually strong relationship between difficulty and reliability. These statistics werecomputed for each test form so, in this plot, clusters of points represent a single commonitem that occurred on all ten forms.

The percent correct scores range from about 0.3 to about 0.9. Most of the itemreliabilities are between 0.2 and 0.6 but there is a substantial number below 0.2. The verylow reliabilities are all associated with item with low p-values. These items are notcontributing to the measurement and should be reviewed to determine if they aredefective or simply too difficult for these students. It might also be useful to investigatethe items with reliability near 0.6. They may be exemplars for what items should be ormight be tapping some extracurricular experience primarily available to the betterstudents.

Figure 3.8, entitled Grade 8 Reading Link 2001 to 2000, contains several pieces ofinformation for the items that were used to link the 2001 exam to the 2000 exam. Thediagonal line, rising from left to right, shows the item logit difficulties in the two years.One would expect the relationship to form a straight line with slope one. The extent towhich the line does not pass through the origin indicates a shift in the form difficulty.The intercepts are in fact an estimate of the between year equating constant. For gradefive mathematics, the logit shift is close to one half logit.

Figure 3.7: Grade 8 ReadingTraditional Statistics

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The line using the diamond-plotting symbol (top line with downward slope) shows therelationship between p-value and logit difficulty for the 2001 data. It suggests thecurvilinear relationship required by the model with low p-values being translated intohigh logit difficulties and high p-values into low difficulties. The smoothness of this lineindicates very good agreement among the ten forms. Because the ten forms were spiraledwithin classroom, the samples generated are randomly equivalent and one would expectthe same p-value to translate into the same logit. This is the case with these data.

The line with the triangle-plotting symbol shows the relationship between the p-valuesfrom 2001 and the logits from 2000 for the linking items. It also shows the curvilinearrelationship but the line is not as smooth. This is expected because the p-values andlogits were produced by completely different samples. With the exception of a fewitems, this line indicates reasonable agreement between the two years.


Figure 3.8: Grade 8 Reading Link 2001 to 2000

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Grade 11: MathematicsThe traditional item statistics, percent correct and point biserial correlations, displayedsubstantial curvilinear relationship for Grade 11 Mathematics, as shown in Figure 3.9.These statistics were computed for each test form so, in this plot, clusters of pointsrepresent a single common item that occurred on all ten forms.

The percent correct scores range from about 0.2 to about 0.9. Most of the itemreliabilities are between 0.3 and 0.6 but there is a significant number below 0.2. Withfew exceptions, the very low reliabilities are all associated with items with low p-values.It might also be useful to investigate the items with reliability near 0.6. They may beexemplars for what items should be or might be tapping some extracurricular experienceprimarily available to the better students.

Figure 3.10, entitled Grade 11 Mathematics Link 2001 to 2000, contains several pieces ofinformation for the items that were used to link the 2001 exam to the 2000 exam. Thediagonal line, rising from left to right, shows the item logit difficulties in the two years.One would expect the relationship to form a straight line with slope one. The extent towhich the line does not pass through the origin indicates a shift in the form difficulty.The intercepts are in fact an estimate of the between year equating constant. For gradefive mathematics, the logit shift is about 0.2 logits.

The line using the diamond-plotting symbol shows the relationship between p-value andlogit difficulty for the 2001 data. It suggests the curvilinear relationship imposed by themodel with low p-values being translated into high logit difficulties and high p-valuesinto low difficulties. The smoothness of this line indicates very good agreement amongthe ten forms. Because the ten forms were spiraled within classroom, the samplesgenerated are randomly equivalent and one would expect the same p-value to translateinto the same logit. This is the case with these data.

F ig u r e 3 .9 : G r a d e 1 1 M a th e m a t ic sT r a d i t io n a l S ta t is t ic s

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The line with the cross-plotting symbol shows the relationship between the p-values from2001 and the logits from 2000 for the linking items. It also shows the curvilinearrelationship but the line is not as smooth. This is expected because the p-values andlogits were produced by completely different samples. With the exception of a fewitems, this line indicates reasonable agreement between the two years.


It is unusual for the lines to have different slopes. The plot suggests more growth on theeasy items than on the hard items. This probably is an artifact of the modifications indesign of the test.

F i g u r e 3 .1 0 : G r a d e 1 1 M a t h e m a t ic s L in k 2 0 0 1 t o 2 0 0 0

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Grade 11: ReadingThe traditional item statistics, percent correct and point biserial correlations, displayedtypical and reasonable distributions, as shown in Figure 3.11. These statistics werecomputed for each test form so, in this plot, clusters of points represent a single commonitem that occurred on all ten forms.

The percent correct scores range from about 0.2 to about 0.9. Most of the itemreliabilities are between 0.3 and 0.6 but there is a significant number below 0.2 and a fewbelow zero. The very low reliabilities tend to be associated with items with low p-values.It might also be useful to investigate the items with reliability near 0.6. They may beexemplars for what items should be or might be tapping some extracurricular experienceprimarily available to the better students.

Figure 3.12, entitled Grade 11 Reading Link 2001 to 2000 contains several pieces ofinformation for the items that were used to link the 2001 exam to the 2000 exam. Thediagonal line, rising from left to right, shows the item logit difficulties in the two years.One would expect the relationship to form a straight line with slope one. The extent towhich the line does not pass through the origin indicates a shift in the form difficulty.The intercepts are in fact an estimate of the between year equating constant. For gradefive mathematics, the logit shift is about one-half logit.

The line using the triangle-plotting symbol shows the relationship between p-value andlogit difficulty for the 2001 data. It suggests the curvilinear relationship imposed by themodel with low p-values being translated into high logit difficulties and high p-valuesinto low difficulties. The smoothness of this line indicates very good agreement amongthe ten forms. Because the ten forms were spiraled within classroom, the samplesgenerated are randomly equivalent and one would expect the same p-value to translateinto the same logit. This is the case with these data.

F i g u r e 3 . 1 1 : G r a d e 1 1 R e a d i n gT r a d i t i o n a l S t a t i s t i c s

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The line with the diamond-plotting symbol shows the relationship between the p-valuesfrom 2001 and the logits from 2000 for the linking items. It also shows the curvilinearrelationship but the line is not as smooth. This is expected to some extent because the p-values and logits were produced by completely different samples. Even with thedisturbances in these data, it is still possible to define a set of points that are in reasonableagreement between the two years.


It is unusual for the lines to have different slopes. The plot suggests more growth on theeasy items than on the hard items. This probably is an artifact of the modifications indesign of the test.

F ig u r e 3 .1 2 : G r a d e 1 1 R e a d in g L in k 2 0 0 1 t o 2 0 0 0

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CChhaapptteerr 44:: IItteemm BBiiaass RReevviieewwTest item bias can present itself in a variety of ways in items: through the language, theformat, the content, or the behaviors required. It can result from membership in aspecific subpopulation or from factors correlated to the subpopulation. It can affect allmembers of the subpopulation or it may affect only those in specific ranges of ability.How bias arises and how it presents itself clearly will affect how best to detect andcorrect it.

Limitations of Statistical DetectionNo statistical procedure should be used as a substitute for rigorous, hands-on reviews bycontent and bias specialists. The statistical results can help to organize the review so theeffort is concentrated on the most problematic cases; however, no items should beautomatically rejected simply because some statistical method flagged them or acceptedbecause they were not flagged.

Statistical detection of item bias is at best an inexact science. There has been a variety ofmethods proposed for detecting bias but no one statistic to date can be considered eithernecessary or sufficient. Different methods are more or less successful depending on thesituation and circumstances. No analysis can guarantee that a test is free of bias andalmost any thoughtful analysis will uncover the most flagrant problems.

A fundamental shortcoming of all of the statistical methods is that all are intrinsic to thetest being evaluated. If a test overall is unbiased but with one or two biased items, mostmethods will locate the problems. If however the test itself is biased against one or moresubpopulations, a statistical analysis of the items will not be able to separate bias effectsfrom true differences in achievement.

Mantel-Haenszel Procedure for Differential Item FunctioningThe Mantel-Haenszel procedure for detecting differential item functioning is the mostcommonly used technique in educational testing. It does not depend on the application orthe fit of any specific measurement model. It does have some philosophical overlap withthe Rasch model since it uses total score to organize the analysis.

Differential item functioning is present when examinees of equal ability do not have thesame chance of passing the item. If this inequity is associated with gender or ethnicgroups, the item could be described as biased. The Mantel-Haenszel procedure looks foritems that meet this idea of differential functioning.

The procedure as implemented by DRC contrasts a focal group with a reference group.While it makes no practical difference in the analysis which group is defined as the focalgroup, the protected class or the group most apt to the disadvantaged by a biasedmeasurement is typically defined as the focal group. The Mantel-Haenszel statistic (MH)for each item is computed from a two-by-two-by-eight contingency table. It has twogroups (focal and reference), two outcomes (right or wrong) and eight ability groupings.The ability groups are defined by the octiles of the score distribution for the totalexaminee populations.

Item Bias Review 40

The basic MH statistic is a single degree of freedom chi-square that compares theobserved number in each cell to the expected number. The expected counts are computedto ensure that the analysis is not confounded with differences in the achievement level ofthe two groups.

For constructed response items, a comparable statistic is computed based on thestandardized mean difference computed as the differences in mean scores for the focaland reference groups if both groups had the same score distribution.

To assist the review committees in interpreting the analyses, the items are assigned aseverity code based on the magnitude of the MH statistic. Items classified as A+ or A-have no statistical indication of differential item functioning. Items classified as B+ or B-have some indication and may not require revision. Items classified as C+ or C- havestrong evidence of a problem and should be reviewed and revised if they are to be usedagain. The plus sign indicates the item favors the focal group and a minus sign indicatesthe item disfavors the focal group.

Displays such as the following are produced for all items given the C classification andare shown in Appendices S and V. This display identifies the item by form and sequencenumber and provides all the descriptive statistics. For each score grouping, the displaygives the number in each group and the percentage of the group who answered the itemcorrectly. For example, for the item shown, there were 901 students from the focal groupin the lowest group and 45% of them answered the item correctly.

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code B 135 2 1 8 447.43 55.93 2.13 -1.8 C-0____1____2____3____4____5____6____7____8____9____0 FOCAL -REFERENCE-| | *+ 1.00 928 0.99 761| | -* 0.98 962 0.99 870| | -*| 0.96 871 0.98 814| | * | 0.96 892 0.97 920| | --* | 0.93 922 0.95 882| | ---* | 0.86 881 0.92 923| | -------* | 0.75 881 0.88 896| -----------* | 0.45 901 0.65 7870____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

The following tables provide counts of the number of items from each grade and contentarea that were assigned to each severity code. Overall, there were relatively few itemsthat showed strong evidence of differential item functioning. In most cases, these werematrix items and the majority of the problems were associated with ethnic group.

Item Bias Review 41

Table 4.1: Counts of Item Severity Codes by Grade for Mathematics

Form Code Five Eight Eleven TotalA A- 8 8 8 24

A+ 7 6 7 20B- 1 1B+C-C+

B A- 11 8 3 22A+ 2 6 11 19B-B+ 1 1C- 1 1C+ 1 1 2

C A- 8 6 8 22A+ 6 8 5 19B- 1 1 2B+ 1 1C-C+ 1 1

D A- 7 9 8 24A+ 7 4 5 16B- 1 1 2B+ 1 1 1 3C-C+

E A- 8 8 7 23A+ 7 6 8 21B-B+C-C+ 1 1

F A- 6 6 7 19A+ 9 7 8 24B- 1 1B+ 1 1C-C+

G A- 6 8 10 24A+ 8 7 5 20B-B+ 1 1C-C+

Item Bias Review 42

Table 4.1 continued: Counts of Item Severity Codes by Grade for Mathematics

Form Code Five Eight Eleven TotalH A- 6 7 3 16

A+ 6 8 12 26B-B+ 2 2C-C+ 1 1

I A- 8 6 8 22A+ 6 9 5 20B- 1 1B+ 1 1 2C-C+

J A- 8 9 4 21A+ 6 6 10 22B- 1 1 2B+C-C+

W A- 34 32 35 101A+ 36 37 31 104B- 1 1B+ 1 2 3C-C+ 1 1

Table 4.2: Counts of Item Severity Codes by Grade for Reading

Form Code Five Eight Eleven TotalA A- 8 17 20 45

A+ 15 15 13 43B- 1 1 2B+ 1 3 1 5C-C+ 1 1

B A- 10 14 17 41A+ 14 17 18 49B- 2 3 5B+ 3 1 4C-C+

Item Bias Review 43

Table 4.2 continued: Counts of Item Severity Codes by Grade for Reading

Form Code Five Eight Eleven TotalC A- 9 18 22 49

A+ 13 15 16 44B-B+ 1 3 4C-C+ 1 1

D A- 14 16 17 47A+ 9 16 15 40B- 1 1 2B+ 2 2C-C+ 1 1 2

E A- 13 9 18 40A+ 10 25 13 48B- 1 1B+ 1 1C-C+ 1 1 2

F A- 12 16 20 48A+ 11 18 14 43B- 1 1B+ 1 1 1 3C-C+ 1 1

G A- 13 15 23 51A+ 10 18 13 41B- 1 1B+ 2 3 5C-C+ 1 1 2

H A- 12 18 14 44A+ 12 15 12 39B- 3 3B+ 1 3 4C-C+ 2 2 4

Item Bias Review 44

Table 4.2 continued: Counts of Item Severity Codes by Grade for Reading

Form Code Five Eight Eleven TotalI A- 11 18 20 49

A+ 12 15 14 41B- 1 1B+ 1 3 4C-C+ 1 1

J A- 10 10 19 39A+ 14 22 17 53B- 1 3 4B+ 2 2C-C+ 1 1

W A- 29 41 32 102A+ 22 30 45 97B- 2 2B+ 1 1 1 3C-C+

CChhaapptteerr 55:: SSttuuddeenntt aanndd SScchhooooll LLeevveell SSccaalliinnggPrior to 2000 testing, when the PSSA design was more heavily matrix sampling,estimating school-level scale scores presented some statistical and psychometricchallenges. For example, the statistically efficient method to compute the school-levelscale score often gave an answer different for what would be obtained by averagingstudent ability estimates. To avoid this source of misunderstanding, the school levelscores were forced to equal the average of the appropriate students. The matrix samplingcomponent of the design was used at the standard level to estimate relative strengths andweaknesses for the school.

In 2000, with the new reporting design, more emphasis was placed on the commonsections. It became necessary to compute reliable estimates of student-level abilities, asindicated by the standard errors, at the level of the content standards. It is then possibleto aggregate all scale scores to the school, district and state levels without resorting to anycomplex algorithms. The results should be simpler to explain and interpret.

Because the original design of the PSSA was intended to produce school-level estimatesonly, the reporting metric was defined at the school level. For the base year, the mean ofall schools in the norming sample was set at 1300 and the standard deviation at 100. Thedistribution to which these apply is the content area scale score with all schools weightedequally. Consequently, the expectation now is for state-level means near 1300 andstandard deviations near 100. The state mean of student level scale scores will in generalbe somewhat different. This difference occurs because the mean of the school-levelscores counts schools equally regardless of size while the mean of the student-levelscores counts students equally.

For the eleventh grade, the PSSA also requires computing school-level estimatesseparately for vocational/technical students and non-vocational/technical students.Because student-level scale scores are now available for every student, this step requiresa different aggregation of the students but doesn’t require recomputing the student scalescores.

One would not expect large changes from year to year at the state level. Any changewould typically be in the same direction and proportional to changes in the p-values forthe linking items. One would also expect that schools that put more resources intoeffecting changes to show relatively more progress than those that do not. This type ofinformation is not available in a systematic way and any evaluation of this type woulddepend on anecdotal information.

Table 5.1 gives the transformations that were used to convert 2001 logits into the ScaledScores. These translation constants included the adjustments to equate 2001 to prioryears as well as the rescaling needed to convert to the (1300, 100) metric. Thesetransformations are used for all scale score calculations.

Table 5.1: Transformation to Scaled ScoresGrade Math ReadingFive 175x + 1243 185X + 1202Eight 160X + 1302 208X + 1297

Eleven 200X + 1268 400X + 1252

46

Common Items and Matrix Sampled ItemsWith the new design for the 2000 PSSA, school-level scale scores are based on all itemson all forms. This ensures that the scale scores used for school accountability are basedon the widest possible sampling of the curriculum. Student-level scores are based on thecommon items only. This ensures that any decision made about students will be done inthe most equitable manner.

This double system is intended to provide the best information possible for both types ofdecisions. The process requires computing two sets of student scores. The first set isbased on the common items and is used for calculations involving the students. Thesecond set is based on the common and matrix items and is used to aggregate up to theschool, district, and state levels.

In addition to adding complexity to the processing, this approach also introduces somepotential confusion. The mean of the student-level scale scores for a school will notequal the school-level scale score. While this is an obvious consequence of basing thescores on different sets of items, it is less obvious to the users of the reports.

Theoretically, it does not matter if a school is evaluated using the common items only orthe common plus matrix items. Both approaches to computing the school-level scalescores should estimate the same location on the underlying construct. As shown in figure5.1, for grade five, the correlation between the two school-level estimates is very near 1.0for both reading and math. This result is typical of those seen for the other grades aswell. Correlations at the student level will be lower, closer to the range of the typicalform reliabilities. While the two measures are both estimates of the same construct, theyare not equally good estimates. The measure using both common and matrix items relieson more items and so it has:

� Better coverage of the curriculum, and

� Smaller standard errors of measurement.

Because the correlations between the two measures are not perfect, some schools andsome students will appear to do better on one measure or the other.

Table 5.5: Grade Five Common versus Common + Matrix

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Scaled Scores for Content StandardsFrom the point of view of curriculum and instruction, content standards make eminentsense. For the point of view of test development, there is no problem writing itemspecifications and test items themselves that align with the content standards. Forreporting to educators and parents, performance by content standard is valued and iscarefully scrutinized. From the point of view of measurement, content standards are alogical problem.

If all items on the math or the reading assessment are to be aggregated into a singlemeasure, then all items must be measuring a single construct. This does not seem toleave room for content standards within the general content area. If the content standardsare truly different, then they should not be aggregated into a single score; if they are notdifferent, there is no point in reporting them separately.

The PSSA turns out to be typical of most assessments. Empirically, the content standardsare different but not very different. In any content area, one strong general factorcontains all the content standards. It is also possible to find some schools and somestudents for which the content standards are distinctly different.

The plots below illustrate the strong relationship among the content standards whencomputed at the school level. The correlations among content standard tend to be about0.90 across all grades and contents. Correlations at the student level would be lower.

There is a tendency for the content standard scaled scores to have slightly differentslopes. This tends to be associated with the different weighting given to constructedresponse tasks in the different areas. In prior years, this effect was much morepronounced in grade 11 reading which used another item type. Without the multipleresponse multiple choice items, this plot is very similar to the others.

48

Figure 5.2: Grade 5 Mathematics School Level Content Standards

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Figure 5.4: Grade 11 Math School level Content Standards

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Figure 5.7: Grade 11 Reading School level Content Standards

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Figure 5.6: Grade 8 Reading School Level Content Standards

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Figure 5.5: Grade 5 Reading School Level Content Standards

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CChhaapptteerr 66:: IInntteerrpprreettiinngg SSccaalleedd SSccoorreess oonn tthhee PPSSSSAAA Scaled Score, in the simplest sense, is a transformed number correct score1. When allstudents take the same items, as in the common sections of the PSSA, the more points thestudent earns, the higher the scaled score received will be. The value of switching to themore abstract scaled score metric is to produce a more general result.

A raw score of, say, 30 is almost meaningless unless the reader is also told how manypoints were possible. The same score has quite different meanings if it is based on athirty-item test or on a sixty-item test. Number correct scores are transformed to percentcorrect scores to remove the effect of test length. In the same way, a score based on sixtydifficult items is quite different from the same score based on sixty easy items. Numbercorrect scores are transformed to scaled scores to remove the effects of test length anditem difficulty.

On the surface, a scaled score of, say, 1300 does not appear to have any more meaningthan a raw score of 30. A temperature of 37 degrees does not provide useful informationunless the scale is anchored to some known points. Useful anchors might be the freezingpoint of water or perhaps the normal body temperature for humans.2 To be meaningful,the new metric must be related to known objects and situations, in other words, to somesort of measurement standard.

School-Level Scales ScoresThe PSSA scaled score metric has been anchored to the mean school level scaled scorefor a base year and that point has been arbitrarily labeled 1300. The point on the scalethat is one standard deviation above the mean was labeled 1400. These labels arecompletely arbitrary; they could have be called zero and one or any other ordered pairwithout affecting any of the relationships among schools, years, students or items. Itwould simply be changing the labels on the axis of a graph without moving any of thepoints.

The 1300-metric was chosen so that negative or fractional scale scores are not needed andso that the PSSA scaled scores are not easily confused with the results from any othertesting program. Like the temperature scales of Fahrenheit and Celsius, the new scalewill acquire meaning only with experience.

A scaled score of 1300, or any other value, should have the same absolute meaning in thecurrent year as it had in previous years, when properly equated across years. A schoolwith a scaled score above 1300 performed better than did the average school in the baseyear.

More importantly, an increase in the scaled score from last year to the current year meansthe students’ performance has improved; it does not say anything about whether the examis easier or harder. To make these interpretations requires no information about thelength or the difficulty of the test in either year, although all of those are essentialinformation for deriving the scaled scores. 1 This is done in two steps. First, there is a nonlinear transformation that converts number correct scores tologits and then a linear transformation to convert logits to scaled scores.2 Most adults have enough experience with temperature scales that being told the temperature is on theFahrenheit scale or on the Celsius scale is enough information to render the measure useful.

Interpreting Scaled Scores 51

In the base year, the standard deviation of the school-level scaled scores was set to avalue of 100. If school scores are approximately normally distributed, a scaled score of1400, one standard deviation above the base year mean, means the school did better thanabout 5/6 of the schools in the base year. About two thirds of the schools will have scaledscores between 1200 and 1400. Conversely, about 16% of the schools will be below1200. Scaled scores of 1000 and 1600 are three standard deviations from the mean andso are extreme scores.

The best guide for giving meaning to the scaled scores is experience. Knowing thetypical school had a scaled score of 1300 in the base year provides a beginning forunderstanding the metric. Noting the performance of other known schools, such as thoseclassified as similar schools, will also help define the school-level scores. Mostimportantly, comparing a school’s score to its scores in previous years should be a goodindicator of progress.

Table 6.1: Grade Five StateWide Means of School Level Scaled Scores

Common Items Only Common and Matrix ItemsMean Std. Dev Mean Std. DevNorm NonNorm Norm NonNorm Norm NonNorm Norm NonNorm

Read 1311.4 1209.0 98.4 202.7 1310.2 1198.9 100.0 210.3Std 01 1333.0 1225.2 112.5 216.6 1330.6 1213.2 111.9 226.9Std 02 1330.9 1208.4 109.9 229.1 1325.5 1205.5 106.9 218.4Std 03 1313.3 1183.6 113.3 231.2 1311.6 1170.1 111.0 236.6Std 07 1315.2 1253.1 92.7 203.2 1317.9 1237.5 102.1 217.4Std 08 1319.2 1214.8 103.2 239.4 1322.6 1211.7 107.7 240.6

Std MCQ 1312.8 1219.6 97.5 198.9 1311.1 1210.2 98.8 205.8Std OE 1300.3 1069.4 156.9 336.2 1304.9 1060.8 146.4 334.5

Math 1314.4 1194.0 96.9 147.3 1313.4 1192.3 95.2 147.9Std 01 1326.3 1192.1 102.7 179.3 1326.2 1191.3 101.7 180.8Std 02 1327.5 1192.9 111.7 187.4 1325.0 1190.4 109.6 183.6

Calc 1321.3 1171.9 111.2 194.5 1320.1 1172.3 108.8 190.7NonCalc 1330.2 1221.6 111.9 202.4 1330.2 1221.6 111.9 202.4Std 03 1312.0 1211.4 106.7 152.8 1312.4 1206.1 106.9 151.1Std 04 1306.8 1208.7 94.8 178.5 1311.1 1204.7 97.4 178.9Std 05 1330.8 1156.0 103.6 194.2 1328.4 1158.0 99.2 193.5Std 06 1318.2 1198.2 105.1 194.0 1321.9 1199.2 105.9 191.5Std 07 1306.3 1182.4 101.2 190.4 1318.3 1185.7 105.7 194.1Std 08 1310.2 1182.7 95.3 148.2 1312.2 1183.8 95.5 151.4Std 09 1318.2 1172.0 114.1 152.4 1319.1 1176.4 108.8 148.9Std 10 1303.5 1177.8 112.7 154.2 1304.3 1181.4 113.1 150.7Std 11 1303.0 1210.1 86.8 148.0 1309.1 1209.5 89.4 148.9

Std MCQ 1314.2 1200.0 102.2 150.8 1313.0 1197.2 101.0 151.2Std OE 1330.8 1156.0 103.6 194.2 1328.4 1158.0 99.2 193.5


Table 6.2: Grade Eight StateWide Means of School Level Scaled Scores



Std MCQ 1292.6 1202.2 91.8 216.3 1290.6 1189.8 99.4 231.3Std OE 1295.1 1078.9 177.2 410.4 1290.0 1064.2 178.8 414.0

Math 1296.6 1222.9 92.4 175.4 1297.1 1222.1 92.0 175.7Std 01 1297.2 1204.0 109.3 206.2 1300.8 1205.0 111.5 207.5Std 02 1301.4 1240.6 94.9 202.4 1302.4 1236.2 94.5 202.5


Std MCQ 1289.8 1223.1 93.3 174.5 1287.6 1221.8 92.6 174.1Std OE 1332.7 1222.8 98.5 198.8 1335.7 1207.1 101.2 218.5

Tables 6.1 through 6.3 provide the state level scaled score means for schools for both thetotal test and for the common section only. The total test was the basis for all school-level reporting while the common section was used for student level measures.

Table 6.3: Grade Eleven StateWide Means of Student Level Scaled Scores



Std MCQ 1291.0 1121.3 77.0 157.8 1290.3 1100.9 83.4 173.3Std OE 1323.0 975.2 162.7 325.5 1310.4 952.8 162.1 323.3



Math 1293.2 1109.9 85.0 146.4 1291.8 1112.4 83.6 144.5Std 01 1294.0 1107.3 98.5 168.5 1295.6 1100.4 100.2 169.0Std 02 1316.6 1124.7 85.8 166.2 1315.8 1121.6 87.7 169.0


Std MCQ 1298.7 1120.3 86.7 148.2 1296.6 1123.2 85.0 146.7Std OE 1264.3 999.1 105.8 217.4 1259.7 985.8 107.1 225.6

Another approach to benchmarks is the percentile rank as shown in Figure 6.1 below.This chart converts the School level scaled score into a percentile rank that describes thedistribution of scores for all schools in the norming sample for the current year. Thischart applies only to School-level scaled scores computed from the common sections ofthe exam and can not be used for student-level scores. A complete table of school levelpercentile ranks is given in the appendix.

2001 School Level Percentiles

800

900

1000

1100

1200

1300

1400

1500

1600

0 10 20 30 40 50 60 70 80 90 100

Percentile Rank

Sch

oo

l Lev

el S

cale

d S

core

Reading 5 Math 5 Reading 8 Math 8 Reading 11 Math 11


Student Level Scaled Scores

This discussion has been focused on the meaning of the metric at the school level. Forthe students, the mean scaled score will also be close to 1300 but the standard deviationwill about twice as large.

In interpreting a student-level scale score, the student’s measure can be compared to themean of the school or to other students in the state. Another approach is the percentilerank table (Table 6.4). This table converts the student level scaled score into a percentilerank that describes the distribution of score for all students in the norming sample for thecurrent year. This table applies only to student-level scaled scores computed from thecommon sections of the exam and cannot be used for school-level scores.

A complete percentile rank table that includes conversions for points received as well asscaled scores is included in the appendices.

Table 6.4: PSSA 2001 Percentile Ranks For StudentsGrade Five Grade Eight Grade Eleven

Percentile Math Reading Math Reading Math Reading Percentile

1 906 852 923 788 889 790 1

5 997 954 1005 914 969 890 5

10 1065 1025 1053 1008 1026 978 10

15 1108 1091 1097 1081 1066 1046 15

20 1149 1140 1129 1124 1104 1110 20

25 1180 1172 1161 1167 1141 1161 2530 1210 1220 1191 1210 1178 1200 30

35 1241 1254 1222 1240 1202 1238 35

40 1262 1271 1253 1269 1238 1265 40

45 1283 1306 1274 1300 1261 1292 45

50 1316 1325 1306 1331 1297 1319 50

55 1338 1363 1339 1363 1332 1347 55

60 1362 1383 1361 1380 1356 1376 60

65 1386 1404 1395 1414 1392 1406 65

70 1411 1426 1418 1432 1417 1437 70

75 1437 1449 1453 1450 1455 1454 75

80 1481 1473 1490 1489 1497 1488 80

85 1512 1527 1528 1509 1542 1524 85

90 1547 1557 1570 1552 1594 1563 90

95 1633 1627 1637 1599 1678 1606 95

99 1769 1774 1778 1713 1835 1707 99

Chapter 7: PSSA Reliability of Performance StandardsWith the advent of Criterion Referenced Testing (CRT), it became clear that thetraditional indicators of test reliability were not appropriate for the new situation. Thetraditional indicators depend on the variance of the trait in the population. However, withCRT, it is possible for the test to perfectly place the examinees with respect to thecriterion although there is little or no variance in the scores.

Livingston1 proposed a natural extension of the KR-20 coefficient that incorporates boththe measurement error and the errors of classification. The formula proposed for thisstatistic is:

� Κ2 = (σ2Τ + (µ − λ)2 ) / ( σ2

Τ + (µ − λ)2 + σ2ε)

In this notation, µ is the population mean and λ is the performance standard. Withmultiple choice items, this expression reduces to KR20 when the performance standard isnumerically equal to the mean. Inspection of the formula also indicates that K2 will neverbe less than the KR20.

Conversely unlike the KR20, this expression will yield a large positive value, even ifeveryone has the same ability (σ2

Τ = 0.0), if the distance from the ability to the standardis large compared to the size of the standard error.

The following table reports the value if for each performance standard of the 2001 PSSA.Because the standard for the proficient category is very near the state mean, the reliabilityis very near the value of the total test reliability. These statistics are computed in thescale score metric, which will typically yield slightly higher values than the raw scores.This reflects the nonlinear rescaling from raw score to logit score.

Table 1: Reliability and Standard Error of Performance Standards for the PSSA

Reliability of

Performance Standards

Standard Error at

Performance Standards

GradeContent

AreaTest

LengthTotal TestReliability

Basic Proficient Advanced Basic Proficient Advanced

5 Math 85 0.93 0.96 0.93 0.96 44 46 53

8 Math 85 0.94 0.96 0.94 0.97 53 57 68

11 Math 85 0.94 0.96 0.94 0.97 43 43 48

5 Read 60 0.89 0.94 0.9 0.94 59 61 68

8 Read 80 0.91 0.95 0.92 0.95 50 50 52

11 Read 88 0.92 0.95 0.93 0.96 59 59 66

1 Livingston, S.A. 1972. Criterion Referenced Applications of Classical Test Theory. Journal ofEducational Measurement 9: 13-26.

56

It is also informative to consider the standard error of measurement at Performancestandards. For the PSSA, these typically range from about 45 scale score points to about70 scale score points depending on how near the standard is to the center of the items.The standard errors can be used to create confidence intervals around the standards.

Ideally, these intervals would be small. However, the width is largely determined by thetotal number of items and the difficulty of the items with respect to the standard. It isreassuring to note that the intervals do not overlap. In all cases, the high value for onecategory is well below the low value for the next category.

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0.43

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165

A1.

030.

000.

220.

320.

22*

0.23

0.36

0.15

0.03

0.00

0.32

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05?

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9-0

.11

A16

6D

0.69

0.00

0.30

0.51

0.38

0.19

0.12

0.30

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010.

00-0

.13

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0.51

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167

C0.

110.

000.

450.

510.

280.

210.

45*

0.05

0.01

0.00

-0.3

0-0

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0.51

*-0

.10

A16

8D

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90.

000.

560.

560.

090.

260.

080.

56*

0.01

0.00

-0.2

1-0

.32

-0.2

00.

56*

A16

9B

0.51

0.00

0.34

0.36

0.31

0.34

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220.

110.

020.

00-0

.14

0.36

*-0

.10

-0.1

2A

170

B-0

.40

0.00

0.59

0.55

0.14

0.59

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160.

090.

020.

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0.55

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7B

156

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360.

390.

160.

190.

36*

0.25

0.03

0.00

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.21

0.39

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B15

7B

0.18

0.00

0.43

0.54

0.44

0.43

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080.

030.

010.

00-0

.33

0.54

*-0

.23

-0.1

0B

158

D-0

.48

0.00

0.61

0.59

0.17

0.15

0.06

0.61

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010.

00-0

.34

-0.2

5-0

.20

0.59

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159

B-0

.45

0.00

0.61

0.52

0.18

0.61

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120.

080.

010.

00-0

.26

0.52

*-0

.24

-0.2

0B

160

B-0

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0.00

0.54

0.58

0.38

0.54

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040.

040.

010.

00-0

.43

0.58

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.18

-0.1

3B

161

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550.

000.

340.

470.

120.

34*

0.29

0.24

0.01

0.00

-0.2

00.

47*

-0.0

3-0

.30

B16

2C

-0.0

80.

000.

510.

450.

030.

270.

51*

0.18

0.01

0.00

-0.1

3-0

.10

0.45

*-0

.35

B16

3C

-1.1

60.

000.

780.

460.

110.

050.

78*

0.05

0.01

0.00

-0.3

0-0

.18

0.46

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.17

B16

4D

0.30

0.00

0.40

0.51

0.21

0.18

0.20

0.40

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010.

00-0

.17

-0.2

3-0

.18

0.51

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165

A-0

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0.00

0.65

0.54

0.65

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160.

050.

130.

010.

000.

54*

-0.2

0-0

.22

-0.3

4B

166

B-0

.23

0.00

0.55

0.40

0.08

0.55

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260.

100.

010.

00-0

.10

0.40

*-0

.27

-0.1

0B

167

C-0

.22

0.00

0.54

0.52

0.14

0.12

0.54

*0.

190.

010.

00-0

.23

-0.2

40.

52*

-0.2

1B

168

A0.

390.

000.

380.

310.

38*

0.18

0.21

0.22

0.02

0.00

0.31

*-0

.06

-0.1

2-0

.13

B16

9C

-0.9

50.

000.

730.

520.

060.

150.

73*

0.04

0.01

0.00

-0.2

5-0

.32

0.52

*-0

.18

B17

0B

0.44

0.00

0.36

0.52

0.28

0.36

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220.

130.

020.

00-0

.21

0.52

*-0

.18

-0.1

8

D 1

Ap

pen

dix

D:

2001

PS

SA

Gra

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Ele

ven

Item

An

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Ch

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ems

for

Mat

hem

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s

For

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nce

Key

Logi

tS

EC

P-V

alue

PtB

is C

orr

%A

%B

%C

%D

Bla

nkIn

valid

R(A

)(R

B)

R(C

)R

(D)

C15

6D

-0.4

10.

000.

600.

460.

130.

100.

160.

60*

0.01

0.00

-0.2

9-0

.16

-0.1

50.

46*

C15

7B

-1.0

00.

000.

740.

510.

120.

74*

0.09

0.03

0.02

0.00

-0.3

10.

51*

-0.2

4-0

.12

C15

8C

-0.5

30.

000.

630.

480.

050.

260.

63*

0.05

0.01

0.00

-0.2

3-0

.26

0.48

*-0

.17

C15

9C

-0.3

30.

000.

580.

550.

350.

030.

58*

0.03

0.01

0.00

-0.4

0-0

.16

0.55

*-0

.15

C16

0D

-0.3

90.

000.

590.

540.

160.

060.

170.

59*

0.02

0.00

-0.2

1-0

.22

-0.2

70.

54*

C16

1D

-0.2

50.

000.

560.

500.

160.

070.

190.

56*

0.02

0.00

-0.2

2-0

.18

-0.2

30.

50*

C16

2C

-0.2

10.

000.

550.

570.

150.

230.

55*

0.06

0.01

0.00

-0.2

2-0

.29

0.57

*-0

.21

C16

3B

-0.2

30.

000.

550.

490.

030.

55*

0.36

0.05

0.01

0.00

-0.1

70.

49*

-0.3

3-0

.16

C16

4A

0.36

0.00

0.40

0.35

0.40

*0.

160.

290.

130.

020.

000.

35*

-0.1

0-0

.10

-0.2

0C

165

B0.

540.

000.

360.

350.

230.

36*

0.19

0.19

0.03

0.00

-0.0

20.

35*

-0.1

6-0

.16

C16

6C

-0.2

20.

000.

550.

350.

080.

200.

55*

0.15

0.02

0.00

-0.1

4-0

.08

0.35

*-0

.20

C16

7C

0.09

0.00

0.47

0.34

0.15

0.24

0.47

*0.

110.

030.

00-0

.15

-0.1

40.

34*

-0.0

9C

168

B0.

460.

000.

380.

430.

080.

38*

0.45

0.08

0.01

0.00

-0.2

30.

43*

-0.1

5-0

.16

C16

9C

0.53

0.00

0.36

0.43

0.14

0.38

0.36

*0.

100.

020.

00-0

.21

-0.1

40.

43*

-0.1

3C

170

A0.

700.

000.

320.

420.

32*

0.38

0.12

0.16

0.02

0.00

0.42

*-0

.13

-0.2

0-0

.10

D15

6C

-1.7

20.

000.

870.

300.

020.

080.

87*

0.02

0.01

0.00

-0.1

5-0

.15

0.30

*-0

.14

D15

7B

-1.1

20.

000.

760.

470.

060.

76*

0.13

0.04

0.01

0.00

-0.2

50.

47*

-0.2

4-0

.21

D15

8B

-0.7

20.

000.

670.

560.

100.

67*

0.07

0.15

0.01

0.00

-0.1

90.

56*

-0.2

4-0

.34

D15

9D

-0.3

20.

000.

550.

610.

210.

110.

120.

55*

0.01

0.00

-0.2

4-0

.33

-0.2

60.

61*

D16

0A

-0.0

90.

000.

490.

570.

49*

0.07

0.33

0.10

0.02

0.00

0.57

*-0

.19

-0.3

4-0

.17

D16

1A

-0.6

80.

000.

650.

520.

65*

0.25

0.04

0.05

0.01

0.00

0.52

*-0

.34

-0.1

9-0

.20

D16

2B

-0.9

00.

000.

710.

590.

070.

71*

0.15

0.06

0.01

0.00

-0.2

80.

59*

-0.3

4-0

.23

D16

3B

-0.0

30.

000.

470.

550.

210.

47*

0.08

0.23

0.01

0.00

-0.1

60.

55*

-0.2

3-0

.30

D16

4D

0.41

0.00

0.35

0.47

0.20

0.27

0.16

0.35

*0.

010.

00-0

.19

-0.2

0-0

.10

0.47

*D

165

C-0

.04

0.00

0.48

0.65

0.39

0.08

0.48

*0.

050.

010.

00-0

.43

-0.2

00.

65*

-0.1

9D

166

D-0

.52

0.00

0.61

0.63

0.12

0.12

0.14

0.61

*0.

010.

00-0

.28

-0.3

3-0

.25

0.63

*D

167

A0.

000.

000.

460.

500.

46*

0.27

0.18

0.08

0.02

0.00

0.50

*-0

.18

-0.2

3-0

.24

D16

8A

0.49

0.00

0.33

0.13

0.33

*0.

290.

220.

130.

030.

000.

13*

-0.1

2-0

.03

0.08

?D

169

C0.

630.

000.

300.

370.

150.

120.

30*

0.42

0.01

0.00

-0.0

9-0

.14

0.37

*-0

.13

D17

0D

0.09

0.00

0.44

0.60

0.22

0.18

0.16

0.44

*0.

020.

00-0

.30

-0.1

6-0

.24

0.60

*

D 2

Ap

pen

dix

D:

2001

PS

SA

Gra

de

Ele

ven

Item

An

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isM

ult

iple

Ch

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e It

ems

for

Mat

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For

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Key

Logi

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EC

P-V

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PtB

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%B

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nkIn

valid

R(A

)(R

B)

R(C

)R

(D)

E15

6A

-1.0

90.

000.

760.

530.

76*

0.05

0.06

0.12

0.01

0.00

0.53

*-0

.23

-0.2

4-0

.28

E15

7D

-1.3

50.

000.

810.

370.

130.

020.

020.

81*

0.01

0.00

-0.2

0-0

.18

-0.1

70.

37*

E15

8B

-0.5

10.

000.

620.

570.

220.

62*

0.10

0.04

0.02

0.00

-0.3

10.

57*

-0.2

8-0

.18

E15

9A

-0.8

80.

000.

720.

440.

72*

0.13

0.04

0.11

0.01

0.00

0.44

*-0

.20

-0.1

9-0

.23

E16

0B

-0.4

30.

000.

600.

540.

140.

60*

0.16

0.09

0.02

0.00

-0.2

60.

54*

-0.3

1-0

.12

E16

1B

-0.6

10.

000.

650.

590.

040.

65*

0.07

0.23

0.01

0.00

-0.2

30.

59*

-0.2

0-0

.37

E16

2D

-0.4

00.

000.

590.

620.

080.

110.

200.

59*

0.02

0.00

-0.2

1-0

.29

-0.3

10.

62*

E16

3D

-0.1

10.

000.

510.

560.

100.

090.

290.

51*

0.01

0.00

-0.2

9-0

.27

-0.2

00.

56*

E16

4C

-0.5

20.

000.

620.

410.

090.

140.

62*

0.12

0.02

0.00

-0.2

1-0

.20

0.41

*-0

.13

E16

5A

0.17

0.00

0.43

0.56

0.43

*0.

120.

350.

090.

020.

000.

56*

-0.2

5-0

.24

-0.1

9E

166

D0.

570.

000.

330.

480.

100.

230.

320.

33*

0.03

0.00

-0.1

7-0

.24

-0.1

00.

48*

E16

7C

0.27

0.00

0.40

0.60

0.26

0.15

0.40

*0.

180.

020.

00-0

.32

-0.1

50.

60*

-0.2

0E

168

C0.

390.

000.

370.

370.

120.

180.

37*

0.31

0.01

0.00

-0.1

8-0

.26

0.37

*0.

02?

E16

9B

0.80

0.00

0.27

0.33

0.20

0.27

*0.

160.

360.

020.

000.

01?

0.33

*-0

.24

-0.0

7E

170

A0.

600.

000.

320.

320.

32*

0.28

0.19

0.20

0.02

0.00

0.32

*-0

.14

-0.0

8-0

.06

F15

6A

-0.1

00.

000.

510.

600.

51*

0.10

0.15

0.24

0.01

0.00

0.60

*-0

.26

-0.2

1-0

.29

F15

7A

-0.7

30.

000.

670.

540.

67*

0.04

0.05

0.23

0.01

0.00

0.54

*-0

.21

-0.2

4-0

.33

F15

8B

-1.0

10.

000.

740.

500.

110.

74*

0.06

0.09

0.01

0.00

-0.2

50.

50*

-0.2

1-0

.24

F15

9A

-0.6

40.

000.

650.

530.

65*

0.20

0.08

0.06

0.01

0.00

0.53

*-0

.25

-0.2

8-0

.23

F16

0D

0.03

0.00

0.47

0.48

0.11

0.20

0.20

0.47

*0.

010.

00-0

.20

-0.2

6-0

.11

0.48

*F

161

A-0

.69

0.00

0.66

0.49

0.66

*0.

150.

140.

040.

010.

000.

49*

-0.2

4-0

.25

-0.1

9F

162

C-1

.02

0.00

0.74

0.47

0.04

0.16

0.74

*0.

050.

010.

00-0

.22

-0.2

70.

47*

-0.1

8F

163

B-0

.90

0.00

0.71

0.48

0.21

0.71

*0.

030.

040.

010.

00-0

.29

0.48

*-0

.21

-0.1

9F

164

C-0

.61

0.00

0.64

0.52

0.04

0.22

0.64

*0.

090.

010.

00-0

.21

-0.3

70.

52*

-0.1

1F

165

C0.

060.

000.

460.

440.

140.

160.

46*

0.22

0.02

0.00

-0.2

5-0

.18

0.44

*-0

.11

F16

6C

0.31

0.00

0.40

0.35

0.11

0.12

0.40

*0.

360.

010.

00-0

.20

-0.2

10.

35*

-0.0

3F

167

A-0

.03

0.00

0.49

0.46

0.49

*0.

210.

240.

050.

020.

000.

46*

-0.2

3-0

.20

-0.1

3F

168

D0.

140.

000.

440.

480.

150.

210.

190.

44*

0.01

0.00

-0.2

8-0

.10

-0.1

90.

48*

F16

9A

0.61

0.00

0.32

0.38

0.32

*0.

310.

230.

120.

020.

000.

38*

-0.0

3-0

.20

-0.1

8F

170

D1.

200.

000.

200.

260.

280.

230.

270.

20*

0.02

0.00

-0.0

4-0

.15

-0.0

10.

26*

D 3

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dix

D:

2001

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Gra

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Ele

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Item

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e It

ems

for

Mat

hem

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s

For

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Key

Logi

tS

EC

P-V

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PtB

is C

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%A

%B

%C

%D

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nkIn

valid

R(A

)(R

B)

R(C

)R

(D)

G15

6A

-1.1

70.

000.

770.

490.

77*

0.10

0.07

0.04

0.01

0.00

0.49

*-0

.28

-0.2

4-0

.17

G15

7D

-0.9

80.

000.

730.

390.

070.

140.

050.

73*

0.01

0.00

-0.2

0-0

.17

-0.1

80.

39*

G15

8B

-0.7

50.

000.

680.

520.

040.

68*

0.15

0.12

0.01

0.00

-0.1

90.

52*

-0.3

1-0

.21

G15

9C

-0.4

50.

000.

600.

340.

050.

290.

60*

0.04

0.01

0.00

-0.1

9-0

.16

0.34

*-0

.15

G16

0A

-0.7

10.

000.

670.

510.

67*

0.23

0.04

0.06

0.01

0.00

0.51

*-0

.31

-0.1

9-0

.22

G16

1A

-0.0

30.

000.

490.

440.

49*

0.09

0.11

0.30

0.01

0.00

0.44

*-0

.21

-0.2

0-0

.15

G16

2D

-0.3

90.

000.

590.

590.

090.

140.

170.

59*

0.02

0.00

-0.2

4-0

.29

-0.2

50.

59*

G16

3B

-0.3

90.

000.

590.

570.

230.

59*

0.14

0.03

0.01

0.00

-0.2

80.

57*

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60*

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140.

73*

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770.

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77*

0.05

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40*

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H15

8B

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760.

530.

130.

76*

0.08

0.03

0.01

0.00

-0.3

20.

53*

-0.2

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H15

9D

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40.

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610.

530.

130.

090.

160.

61*

0.01

0.00

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8-0

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-0.2

40.

53*

H16

0A

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50.

000.

710.

520.

71*

0.10

0.12

0.05

0.01

0.00

0.52

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-0.2

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H16

1A

0.10

0.00

0.47

0.38

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010.

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38*

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.16

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162

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190.

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440.

540.

110.

44*

0.30

0.13

0.01

0.00

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10.

54*

-0.3

0-0

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H16

3C

0.31

0.00

0.41

0.44

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0.35

0.41

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00-0

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20.

44*

-0.1

0H

164

A0.

090.

000.

470.

470.

47*

0.17

0.26

0.09

0.01

0.00

0.47

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04?

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H16

5D

0.88

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0.28

0.36

0.14

0.26

0.30

0.28

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00-0

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-0.0

6-0

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0.36

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166

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540.

000.

350.

360.

070.

35*

0.29

0.26

0.02

0.00

-0.1

10.

36*

-0.1

2-0

.15

H16

7C

0.27

0.00

0.42

0.58

0.39

0.09

0.42

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080.

010.

00-0

.32

-0.2

10.

58*

-0.1

6H

168

B-0

.14

0.00

0.53

0.52

0.11

0.53

*0.

160.

180.

020.

00-0

.20

0.52

*-0

.25

-0.2

0H

169

D0.

890.

000.

270.

390.

110.

380.

220.

27*

0.02

0.00

-0.2

0-0

.04

-0.1

60.

39*

H17

0C

0.17

0.00

0.45

0.40

0.23

0.16

0.45

*0.

150.

020.

00-0

.15

-0.1

70.

40*

-0.1

3

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D:

2001

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Key

Logi

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P-V

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PtB

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valid

R(A

)(R

B)

R(C

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(D)

I15

6C

-2.1

40.

000.

900.

420.

020.

040.

90*

0.04

0.01

0.00

-0.1

9-0

.20

0.42

*-0

.19

I15

7A

-1.8

90.

000.

870.

410.

87*

0.06

0.04

0.01

0.01

0.00

0.41

*-0

.21

-0.2

1-0

.14

I15

8A

-0.0

10.

000.

500.

490.

50*

0.29

0.12

0.09

0.01

0.00

0.49

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.22

-0.2

2-0

.19

I15

9C

0.18

0.00

0.45

0.44

0.18

0.25

0.45

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100.

020.

00-0

.20

-0.1

50.

44*

-0.1

6I

160

B0.

590.

000.

350.

120.

050.

35*

0.09

0.50

0.01

0.00

-0.1

80.

12*

-0.1

30.

10?

I16

1A

-1.0

00.

000.

730.

500.

73*

0.12

0.08

0.06

0.01

0.00

0.50

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.26

-0.2

2-0

.20

I16

2B

-0.8

70.

000.

700.

430.

050.

70*

0.19

0.05

0.01

0.00

-0.2

00.

43*

-0.2

1-0

.20

I16

3C

-0.6

20.

000.

650.

470.

060.

070.

65*

0.22

0.01

0.00

-0.1

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.19

0.47

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.26

I16

4A

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00.

000.

590.

390.

59*

0.07

0.21

0.11

0.01

0.00

0.39

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-0.1

9-0

.12

I16

5D

0.13

0.00

0.46

0.52

0.09

0.27

0.17

0.46

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010.

00-0

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-0.2

6-0

.21

0.52

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166

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990.

000.

270.

220.

070.

27*

0.54

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110.

010.

00-0

.19

0.22

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06?

-0.1

6I

167

B0.

440.

000.

390.

450.

320.

39*

0.15

0.13

0.02

0.00

-0.1

90.

45*

-0.1

3-0

.18

I16

8D

0.98

0.00

0.27

0.32

0.15

0.32

0.24

0.27

*0.

030.

00-0

.06

-0.0

6-0

.15

0.32

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169

A0.

550.

000.

360.

510.

36*

0.25

0.28

0.10

0.02

0.00

0.51

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.14

-0.2

1-0

.19

I17

0B

0.37

0.00

0.40

0.41

0.08

0.40

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360.

150.

010.

00-0

.20

0.41

*-0

.12

-0.1

7J

156

B-0

.10

0.00

0.51

0.45

0.08

0.51

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190.

200.

020.

00-0

.14

0.45

*-0

.26

-0.1

5J

157

C-0

.14

0.00

0.53

0.43

0.09

0.22

0.53

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160.

010.

00-0

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-0.1

80.

43*

-0.2

3J

158

C-0

.03

0.00

0.50

0.46

0.16

0.15

0.50

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170.

020.

00-0

.18

-0.2

00.

46*

-0.1

7J

159

D-0

.61

0.00

0.65

0.65

0.12

0.11

0.11

0.65

*0.

010.

00-0

.31

-0.3

3-0

.26

0.65

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160

B0.

230.

000.

430.

390.

160.

43*

0.19

0.20

0.03

0.00

-0.1

20.

39*

-0.2

1-0

.09

J16

1A

-0.8

70.

000.

710.

420.

71*

0.10

0.04

0.14

0.01

0.00

0.42

*-0

.27

-0.2

2-0

.13

J16

2B

-0.6

50.

000.

660.

400.

080.

66*

0.08

0.17

0.01

0.00

-0.1

40.

40*

-0.2

3-0

.17

J16

3B

-0.5

40.

000.

630.

560.

180.

63*

0.13

0.05

0.01

0.00

-0.2

80.

56*

-0.2

7-0

.20

J16

4D

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30.

000.

650.

620.

120.

090.

130.

65*

0.01

0.00

-0.3

2-0

.21

-0.3

10.

62*

J16

5C

-0.1

40.

000.

530.

480.

220.

110.

53*

0.13

0.01

0.00

-0.1

5-0

.25

0.48

*-0

.22

J16

6B

-0.0

80.

000.

510.

540.

250.

51*

0.17

0.06

0.02

0.00

-0.2

70.

54*

-0.2

4-0

.16

J16

7A

0.39

0.00

0.39

0.31

0.39

*0.

220.

200.

180.

020.

000.

31*

-0.0

3-0

.15

-0.1

3J

168

D0.

820.

000.

280.

430.

210.

240.

250.

28*

0.02

0.00

-0.1

2-0

.13

-0.1

40.

43*

J16

9C

0.57

0.00

0.34

0.31

0.26

0.28

0.34

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090.

030.

00-0

.12

-0.0

60.

31*

-0.1

5J

170

A-0

.14

0.00

0.53

0.51

0.53

*0.

120.

230.

100.

020.

000.

51*

-0.2

0-0

.25

-0.1

7

D 5

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D:

2001

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nkIn

valid

R(A

)(R

B)

R(C

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(D)

W1

C-1

.11

0.00

0.72

0.42

0.08

0.20

0.72

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010.

000.

00-0

.21

-0.3

00.

42*

-0.1

2W

2B

-1.2

70.

000.

750.

430.

040.

75*

0.11

0.10

0.00

0.00

-0.1

30.

43*

-0.2

8-0

.24

W3

C-0

.25

0.00

0.53

0.16

0.37

0.06

0.53

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040.

000.

00-0

.13

-0.0

50.

16*

-0.0

2W

4A

-0.5

00.

000.

590.

460.

59*

0.22

0.06

0.13

0.00

0.00

0.46

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.25

-0.1

5-0

.24

W5

B-2

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0.00

0.91

0.30

0.05

0.91

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020.

010.

000.

00-0

.20

0.30

*-0

.17

-0.1

4W

6B

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40.

000.

870.

330.

050.

87*

0.03

0.06

0.00

0.00

-0.2

00.

33*

-0.1

9-0

.15

W7

A-2

.24

0.00

0.89

0.34

0.89

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010.

030.

070.

000.

000.

34*

-0.1

4-0

.19

-0.2

3W

8C

-1.7

20.

000.

820.

470.

030.

050.

82*

0.09

0.00

0.00

-0.1

6-0

.23

0.47

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.34

W9

C-1

.17

0.00

0.73

0.35

0.04

0.15

0.73

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080.

000.

00-0

.18

-0.1

90.

35*

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9W

10B

-0.8

10.

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650.

410.

070.

65*

0.14

0.14

0.00

0.00

-0.2

00.

41*

-0.1

9-0

.23

W11

C-1

.41

0.00

0.77

0.52

0.06

0.10

0.77

*0.

070.

000.

00-0

.28

-0.3

00.

52*

-0.2

5W

12D

-0.8

90.

000.

670.

610.

050.

130.

150.

67*

0.00

0.00

-0.2

3-0

.35

-0.3

30.

61*

W13

B-0

.64

0.00

0.62

0.30

0.12

0.62

*0.

180.

080.

000.

00-0

.13

0.30

*-0

.14

-0.1

7W

14A

-0.2

40.

000.

530.

430.

53*

0.11

0.10

0.26

0.01

0.00

0.43

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.18

-0.2

2-0

.20

W15

C-1

.25

0.00

0.75

0.36

0.07

0.11

0.75

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070.

000.

00-0

.13

-0.2

30.

36*

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9W

16C

0.02

0.00

0.47

0.43

0.30

0.10

0.47

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130.

010.

00-0

.14

-0.2

90.

43*

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8W

17D

-0.1

50.

000.

510.

390.

330.

130.

030.

51*

0.00

0.00

-0.2

1-0

.18

-0.1

90.

39*

W18

A-0

.12

0.00

0.50

0.58

0.50

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180.

180.

130.

010.

000.

58*

-0.2

3-0

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-0.2

1W

19B

-0.7

10.

000.

630.

500.

100.

63*

0.15

0.12

0.00

0.00

-0.2

50.

50*

-0.3

2-0

.15

W20

D-0

.07

0.00

0.49

0.52

0.14

0.10

0.27

0.49

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000.

00-0

.35

-0.2

4-0

.15

0.52

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21D

-0.5

40.

000.

600.

480.

220.

130.

060.

60*

0.00

0.00

-0.2

7-0

.21

-0.2

30.

48*

W22

C0.

940.

000.

270.

270.

320.

140.

27*

0.26

0.01

0.00

-0.0

2-0

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0.27

*-0

.19

W23

A-0

.10

0.00

0.50

0.20

0.50

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190.

150.

150.

010.

000.

20*

-0.0

1-0

.11

-0.1

6W

24D

0.09

0.00

0.45

0.31

0.13

0.15

0.26

0.45

*0.

010.

00-0

.10

-0.1

8-0

.13

0.31

*W

26A

-2.3

10.

000.

900.

360.

90*

0.04

0.02

0.04

0.00

0.00

0.36

*-0

.20

-0.2

0-0

.21

W27

C-1

.17

0.00

0.73

0.53

0.09

0.13

0.73

*0.

050.

000.

00-0

.25

-0.3

20.

53*

-0.2

6W

28A

-1.4

00.

000.

770.

490.

77*

0.13

0.07

0.03

0.00

0.00

0.49

*-0

.29

-0.2

9-0

.21

W29

C-1

.57

0.00

0.80

0.43

0.07

0.08

0.80

*0.

060.

000.

00-0

.29

-0.2

30.

43*

-0.1

7W

30B

-0.8

90.

000.

670.

560.

180.

67*

0.09

0.06

0.00

0.00

-0.4

10.

56*

-0.2

3-0

.16

W31

A-0

.60

0.00

0.61

0.31

0.61

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310.

030.

050.

000.

000.

31*

-0.2

3-0

.18

-0.0

5W

32D

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80.

000.

510.

550.

160.

100.

220.

51*

0.00

0.00

-0.0

8-0

.32

-0.3

50.

55*

W33

D-0

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0.00

0.48

0.50

0.05

0.09

0.38

0.48

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000.

00-0

.18

-0.2

5-0

.29

0.50

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34C

-1.0

40.

000.

700.

410.

040.

080.

70*

0.18

0.00

0.00

-0.2

4-0

.26

0.41

*-0

.17

W35

A-0

.93

0.00

0.68

0.53

0.68

*0.

090.

110.

110.

000.

000.

53*

-0.2

6-0

.28

-0.2

6W

36B

-1.5

40.

000.

790.

500.

090.

79*

0.08

0.03

0.00

0.00

-0.3

20.

50*

-0.2

6-0

.20

W37

B-1

.03

0.00

0.70

0.47

0.16

0.70

*0.

090.

040.

010.

00-0

.24

0.47

*-0

.31

-0.1

8

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D:

2001

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valid

R(A

)(R

B)

R(C

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(D)

W38

B-0

.23

0.00

0.52

0.50

0.05

0.52

*0.

230.

190.

000.

00-0

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184

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164

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166

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169

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171

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175

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180.

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177

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181

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81*

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160

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168

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174

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184

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2001

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148

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220.

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168

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176

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168

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100.

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600.

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188

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20.

450.

390.

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192

0.36

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270.

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166

0.37

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0.54

0.53

0.45

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3-0

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0.06

0.69

0.67

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185

0.43

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30.

170.

520.

560.

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070.

620.

62-0

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30.

47-0

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0.00

0.51

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30.

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1.13

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8-0

.36

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50.

090.

600.

61-0

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20.

640.

140.

010.

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0.62

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1A

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140.

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440.

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149

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9-0

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30.

140.

600.

60-0

.43

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50.

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0.52

0.51

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137

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810.

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370.

330.

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149

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5-0

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170.

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8-0

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180.

550.

53-0

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5-0

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190.

610.

63-0

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1-0

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200.

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59-0

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80.

740.

530.

210.

380.

360.

53G

146

1.00

0.78

0.22

0.34

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0.78

D14

4-0

.90

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20.

220.

720.

76-1

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60.

410.

180.

230.

450.

430.

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360.

09-0

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0.53

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4I1

38-0

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20.

230.

590.

61-0

.52

A13

5-0

.28

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30.

250.

600.

59-0

.53

A14

90.

800.

550.

250.

380.

350.

55F

144

-0.2

0-0

.45

0.25

0.57

0.60

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5H

135

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5-1

.60

0.25

0.78

0.81

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0B

141

0.17

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80.

250.

500.

51-0

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H14

4-0

.91

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70.

260.

710.

73-1

.17

A13

8-0

.54

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10.

270.

650.

66-0

.81

D13

9-1

.87

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40.

270.

860.

90-2

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B14

5-0

.64

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30.

290.

660.

68-0

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G14

20.

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440.

300.

390.

390.

44

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H14

10.

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0.31

0.50

0.50

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136

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0.31

0.66

0.67

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9J1

370.

29-0

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0.32

0.47

0.50

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3B

146

0.17

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50.

320.

500.

51-0

.15

G14

80.

430.

110.

320.

450.

450.

11J1

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230.

320.

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50.

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51-0

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40.

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350.

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350.

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350.

660.

74-1

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20.

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46-1

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30.

360.

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85-1

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70.

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0.36

0.51

0.52

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3C

140

0.91

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0.36

0.35

0.54

E14

4-0

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00.

380.

580.

61-0

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10.

380.

620.

65-0

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320.

310.

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139

0.19

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40.

390.

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420.

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450.

470.

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144

0.73

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0.32

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70.

430.

640.

69-0

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9-1

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0.77

0.82

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2B

135

0.89

0.46

0.43

0.36

0.36

0.46

B14

00.

990.

550.

440.

340.

340.

55H

136

0.79

0.32

0.47

0.38

0.40

0.32

D13

7-1

.63

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00.

470.

830.

87-2

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W01

7-0

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00.

480.

710.

77-1

.40

D14

00.

09-0

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0.50

0.52

0.57

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1E

149

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6-1

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0.73

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0.52

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H14

0-0

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50.

540.

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75-1

.25

H13

80.

650.

110.

550.

400.

440.

11G

145

0.37

-0.1

80.

550.

460.

51-0

.18

A14

5-0

.13

-0.7

30.

600.

570.

64-0

.73

E14

6-0

.11

-0.7

10.

600.

560.

63-0

.71

W01

10.

11-0

.50

0.61

0.51

0.59

-0.5

0H

139

0.44

-0.1

80.

620.

440.

51-0

.18

A13

70.

47-0

.18

0.65

0.45

0.51

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8I1

40-0

.57

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10.

840.

640.

77-1

.41

B14

20.

79-0

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0.89

0.38

0.50

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047

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4-1

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0.93

0.66

0.80

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7D

141

0.69

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31.

020.

400.

55-0

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P 1

3

Appendix Q: 2001 PSSA DIF AnalysisMultiple Choice Mathematics Items

Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 A 128 2 1 8 64.89 8.11 1.40 -0.8 A-5 A 129 2 1 8 32.79 4.10 0.97 0.1 A+5 A 130 2 1 8 18.23 2.28 1.01 0.0 A-5 A 131 2 1 8 21.48 2.68 1.03 -0.1 A-5 A 132 2 1 8 29.79 3.72 1.12 -0.3 A-5 A 133 2 1 8 163.29 20.41 0.74 0.7 A+5 A 134 2 1 8 42.57 5.32 0.85 0.4 A+5 A 135 2 1 8 14.33 1.79 1.07 -0.2 A-5 A 136 2 1 8 13.07 1.63 0.96 0.1 A+5 A 137 2 1 8 30.92 3.87 0.97 0.1 A+5 A 138 2 1 8 122.14 15.27 0.75 0.7 A+5 A 139 2 1 8 23.30 2.91 1.06 -0.1 A-5 A 140 2 1 8 46.72 5.84 1.12 -0.3 A-5 A 141 2 1 8 52.98 6.62 1.23 -0.5 A-5 A 142 2 1 8 44.76 5.60 0.90 0.3 A+5 B 128 2 1 8 215.61 26.95 0.60 1.2 B+5 B 129 2 1 8 22.24 2.78 1.17 -0.4 A-5 B 130 2 1 8 31.92 3.99 1.13 -0.3 A-5 B 131 2 1 8 34.10 4.26 1.07 -0.2 A-5 B 132 2 1 8 45.28 5.66 1.18 -0.4 A-5 B 133 2 1 8 17.95 2.24 1.08 -0.2 A-5 B 134 2 1 8 28.89 3.61 0.91 0.2 A+5 B 135 2 1 8 447.43 55.93 2.13 -1.8 C-5 B 136 2 1 8 333.89 41.74 1.50 -1.0 A-5 B 137 2 1 8 62.72 7.84 1.01 0.0 A-5 B 138 2 1 8 19.12 2.39 1.14 -0.3 A-5 B 139 2 1 8 82.61 10.33 1.37 -0.7 A-5 B 140 2 1 8 73.73 9.22 0.95 0.1 A+5 B 141 2 1 8 29.62 3.70 1.06 -0.1 A-5 B 142 2 1 8 16.80 2.10 1.04 -0.1 A-5 C 128 2 1 8 153.31 19.16 1.49 -0.9 A-5 C 129 2 1 8 20.12 2.52 0.94 0.2 A+5 C 130 2 1 8 21.54 2.69 1.08 -0.2 A-5 C 131 2 1 8 27.98 3.50 1.13 -0.3 A-5 C 132 2 1 8 76.82 9.60 1.24 -0.5 A-5 C 133 2 1 8 262.58 32.82 1.54 -1.0 B-5 C 134 2 1 8 49.90 6.24 0.84 0.4 A+5 C 135 2 1 8 17.78 2.22 1.01 0.0 A-5 C 136 2 1 8 15.81 1.98 0.98 0.1 A+5 C 137 2 1 8 18.87 2.36 0.93 0.2 A+5 C 138 2 1 8 135.71 16.96 0.78 0.6 A+5 C 139 2 1 8 25.57 3.20 1.11 -0.2 A-5 C 140 2 1 8 30.14 3.77 1.14 -0.3 A-5 C 141 2 1 8 68.21 8.53 0.80 0.5 A+5 C 142 2 1 8 32.95 4.12 1.11 -0.3 A-

Q 1


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 D 128 2 1 8 16.09 2.01 0.92 0.2 A+5 D 129 2 1 8 88.73 11.09 0.80 0.5 A+5 D 130 2 1 8 7.16 0.90 1.03 -0.1 A-5 D 131 2 1 8 47.76 5.97 1.05 -0.1 A-5 D 132 2 1 8 50.20 6.27 1.17 -0.4 A-5 D 133 2 1 8 19.59 2.45 1.05 -0.1 A-5 D 134 2 1 8 21.72 2.72 1.05 -0.1 A-5 D 135 2 1 8 85.33 10.67 1.23 -0.5 A-5 D 136 2 1 8 28.11 3.51 0.92 0.2 A+5 D 137 2 1 8 102.59 12.82 0.81 0.5 A+5 D 138 2 1 8 417.36 52.17 0.58 1.3 B+5 D 139 2 1 8 53.80 6.72 1.16 -0.4 A-5 D 140 2 1 8 63.07 7.88 0.98 0.0 A+5 D 141 2 1 8 29.74 3.72 0.90 0.2 A+5 D 142 2 1 8 115.93 14.49 0.78 0.6 A+5 E 128 2 1 8 19.52 2.44 0.91 0.2 A+5 E 129 2 1 8 110.04 13.76 1.07 -0.2 A-5 E 130 2 1 8 20.19 2.52 1.00 0.0 A+5 E 131 2 1 8 36.43 4.55 0.86 0.3 A+5 E 132 2 1 8 159.02 19.88 1.50 -1.0 A-5 E 133 2 1 8 29.49 3.69 0.90 0.2 A+5 E 134 2 1 8 30.66 3.83 1.07 -0.2 A-5 E 135 2 1 8 29.55 3.69 0.90 0.2 A+5 E 136 2 1 8 79.88 9.99 1.21 -0.5 A-5 E 137 2 1 8 47.29 5.91 1.16 -0.4 A-5 E 138 2 1 8 182.67 22.83 0.71 0.8 A+5 E 139 2 1 8 60.67 7.58 1.22 -0.5 A-5 E 140 2 1 8 15.71 1.96 1.10 -0.2 A-5 E 141 2 1 8 10.26 1.28 0.96 0.1 A+5 E 142 2 1 8 49.96 6.25 1.17 -0.4 A-5 F 128 2 1 8 62.21 7.78 1.46 -0.9 A-5 F 129 2 1 8 73.10 9.14 0.81 0.5 A+5 F 130 2 1 8 10.20 1.28 0.99 0.0 A+5 F 131 2 1 8 40.68 5.09 0.85 0.4 A+5 F 132 2 1 8 89.06 11.13 1.34 -0.7 A-5 F 133 2 1 8 101.32 12.66 0.77 0.6 A+5 F 134 2 1 8 4.48 0.56 1.02 0.0 A-5 F 135 2 1 8 114.90 14.36 1.25 -0.5 A-5 F 136 2 1 8 52.26 6.53 1.17 -0.4 A-5 F 137 2 1 8 48.98 6.12 0.83 0.4 A+5 F 138 2 1 8 59.89 7.49 1.18 -0.4 A-5 F 139 2 1 8 40.61 5.08 0.86 0.4 A+5 F 140 2 1 8 140.28 17.54 0.73 0.7 A+5 F 141 2 1 8 72.28 9.03 0.80 0.5 A+5 F 142 2 1 8 15.08 1.89 0.99 0.0 A+

Q 2


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 G 128 2 1 8 38.20 4.78 0.86 0.3 A+5 G 129 2 1 8 14.84 1.85 1.00 0.0 A5 G 130 2 1 8 38.26 4.78 1.18 -0.4 A-5 G 131 2 1 8 64.11 8.01 1.22 -0.5 A-5 G 132 2 1 8 231.11 28.89 0.60 1.2 B+5 G 133 2 1 8 19.03 2.38 1.00 0.0 A+5 G 134 2 1 8 79.91 9.99 1.35 -0.7 A-5 G 135 2 1 8 51.81 6.48 1.22 -0.5 A-5 G 136 2 1 8 114.57 14.32 0.74 0.7 A+5 G 137 2 1 8 45.12 5.64 0.88 0.3 A+5 G 138 2 1 8 30.66 3.83 0.87 0.3 A+5 G 139 2 1 8 38.82 4.85 0.95 0.1 A+5 G 140 2 1 8 28.58 3.57 0.89 0.3 A+5 G 141 2 1 8 34.33 4.29 0.92 0.2 A+5 G 142 2 1 8 18.66 2.33 1.02 0.0 A-5 H 128 2 1 8 105.80 13.23 1.28 -0.6 A-5 H 129 2 1 8 118.01 14.75 0.62 1.1 B+5 H 130 2 1 8 44.01 5.50 1.06 -0.1 A-5 H 131 2 1 8 51.75 6.47 1.10 -0.2 A-5 H 132 2 1 8 32.25 4.03 0.94 0.2 A+5 H 133 2 1 8 9.38 1.17 1.00 0.0 A-5 H 134 2 1 8 110.75 13.84 1.52 -1.0 A-5 H 135 2 1 8 148.37 18.55 0.74 0.7 A+5 H 136 2 1 8 242.28 30.28 0.68 0.9 A+5 H 137 2 1 8 52.98 6.62 0.96 0.1 A+5 H 138 2 1 8 35.72 4.46 0.97 0.1 A+5 H 139 2 1 8 802.16 100.27 0.48 1.7 C+5 H 140 2 1 8 298.97 37.37 0.61 1.1 B+5 H 141 2 1 8 131.86 16.48 0.75 0.7 A+5 H 142 2 1 8 33.57 4.20 1.11 -0.2 A-5 I 128 2 1 8 47.18 5.90 0.83 0.4 A+5 I 129 2 1 8 14.83 1.85 1.08 -0.2 A-5 I 130 2 1 8 219.45 27.43 0.65 1.0 B+5 I 131 2 1 8 42.88 5.36 1.26 -0.5 A-5 I 132 2 1 8 19.51 2.44 1.07 -0.2 A-5 I 133 2 1 8 53.49 6.69 1.12 -0.3 A-5 I 134 2 1 8 56.40 7.05 0.84 0.4 A+5 I 135 2 1 8 128.97 16.12 0.75 0.7 A+5 I 136 2 1 8 289.01 36.13 1.49 -0.9 A-5 I 137 2 1 8 62.62 7.83 1.08 -0.2 A-5 I 138 2 1 8 63.08 7.88 0.81 0.5 A+5 I 139 2 1 8 115.31 14.41 1.31 -0.6 A-5 I 140 2 1 8 37.83 4.73 0.88 0.3 A+5 I 141 2 1 8 266.64 33.33 1.48 -0.9 A-5 I 142 2 1 8 46.64 5.83 0.93 0.2 A+

Q 3


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 J 128 2 1 8 79.19 9.90 1.25 -0.5 A-5 J 129 2 1 8 133.49 16.69 1.35 -0.7 A-5 J 130 2 1 8 74.11 9.26 1.46 -0.9 A-5 J 131 2 1 8 140.23 17.53 0.77 0.6 A+5 J 132 2 1 8 18.14 2.27 0.91 0.2 A+5 J 133 2 1 8 142.74 17.84 0.70 0.8 A+5 J 134 2 1 8 24.34 3.04 1.00 0.0 A-5 J 135 2 1 8 92.86 11.61 0.77 0.6 A+5 J 136 2 1 8 34.15 4.27 1.10 -0.2 A-5 J 137 2 1 8 9.41 1.18 1.00 0.0 A-5 J 138 2 1 8 256.99 32.12 1.54 -1.0 B-5 J 139 2 1 8 16.06 2.01 0.97 0.1 A+5 J 140 2 1 8 77.41 9.68 1.34 -0.7 A-5 J 141 2 1 8 10.25 1.28 1.03 -0.1 A-5 J 142 2 1 8 169.74 21.22 0.83 0.4 A+5 W 1 2 1 8 176.27 22.03 1.15 -0.3 A-5 W 2 2 1 8 224.02 28.00 1.11 -0.3 A-5 W 3 2 1 8 970.11 121.26 1.31 -0.6 A-5 W 4 2 1 8 580.32 72.54 1.27 -0.6 A-5 W 5 2 1 8 230.02 28.75 0.88 0.3 A+5 W 6 2 1 8 979.62 122.45 1.34 -0.7 A-5 W 7 2 1 8 190.94 23.87 0.90 0.2 A+5 W 8 2 1 8 25.79 3.22 1.00 0.0 A-5 W 9 2 1 8 42.10 5.26 0.96 0.1 A+5 W 10 2 1 8 195.38 24.42 0.85 0.4 A+5 W 11 2 1 8 416.86 52.11 1.34 -0.7 A-5 W 12 2 1 8 243.05 30.38 1.13 -0.3 A-5 W 13 2 1 8 93.53 11.69 0.99 0.0 A+5 W 14 2 1 8 524.86 65.61 1.06 -0.1 A-5 W 15 2 1 8 2207.12 275.89 1.48 -0.9 A-5 W 16 2 1 8 514.19 64.27 1.37 -0.7 A-5 W 17 2 1 8 887.72 110.97 0.77 0.6 A+5 W 18 2 1 8 1311.89 163.99 0.66 1.0 A+5 W 19 2 1 8 139.20 17.40 1.11 -0.2 A-5 W 20 2 1 8 147.45 18.43 1.07 -0.2 A-5 W 21 2 1 8 278.98 34.87 1.10 -0.2 A-5 W 22 2 1 8 596.09 74.51 0.81 0.5 A+5 W 23 2 1 8 352.19 44.02 0.86 0.3 A+5 W 24 2 1 8 19.93 2.49 0.99 0.0 A+5 W 26 2 1 8 130.90 16.36 1.18 -0.4 A-5 W 27 2 1 8 138.04 17.26 1.09 -0.2 A-5 W 28 2 1 8 148.07 18.51 0.92 0.2 A+5 W 29 2 1 8 20.83 2.60 0.99 0.0 A+5 W 30 2 1 8 116.89 14.61 0.98 0.0 A+5 W 31 2 1 8 109.97 13.75 1.13 -0.3 A-5 W 32 2 1 8 757.95 94.74 0.78 0.6 A+5 W 33 2 1 8 509.01 63.63 0.82 0.5 A+5 W 34 2 1 8 63.45 7.93 0.99 0.0 A+

Q 4


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 W 35 2 1 8 59.08 7.38 1.05 -0.1 A-5 W 36 2 1 8 366.75 45.84 1.13 -0.3 A-5 W 37 2 1 8 63.74 7.97 1.07 -0.2 A-5 W 38 2 1 8 106.49 13.31 1.09 -0.2 A-5 W 39 2 1 8 441.63 55.20 0.85 0.4 A+5 W 40 2 1 8 66.24 8.28 1.04 -0.1 A-5 W 41 2 1 8 73.38 9.17 0.98 0.1 A+5 W 42 2 1 8 123.13 15.39 0.96 0.1 A+5 W 43 2 1 8 60.81 7.60 1.00 0.0 A+5 W 44 2 1 8 54.29 6.79 1.00 0.0 A+5 W 45 2 1 8 189.62 23.70 1.07 -0.2 A-5 W 46 2 1 8 100.72 12.59 0.95 0.1 A+5 W 47 2 1 8 775.59 96.95 0.76 0.6 A+5 W 48 2 1 8 452.40 56.55 1.24 -0.5 A-5 W 49 2 1 8 210.51 26.31 1.11 -0.2 A-5 W 51 2 1 8 1409.83 176.23 0.73 0.7 A+5 W 52 2 1 8 106.21 13.28 1.14 -0.3 A-5 W 53 2 1 8 390.15 48.77 1.15 -0.3 A-5 W 54 2 1 8 270.74 33.84 1.10 -0.2 A-5 W 55 2 1 8 27.22 3.40 0.99 0.0 A+5 W 56 2 1 8 34.67 4.33 1.04 -0.1 A-5 W 57 2 1 8 53.91 6.74 0.99 0.0 A+5 W 58 2 1 8 1073.11 134.14 0.76 0.6 A+5 W 59 2 1 8 1049.77 131.22 1.29 -0.6 A-5 W 60 2 1 8 66.00 8.25 1.06 -0.1 A-5 W 61 2 1 8 61.60 7.70 1.00 0.0 A-5 W 62 2 1 8 627.82 78.48 0.80 0.5 A+5 W 63 2 1 8 1559.91 194.99 0.71 0.8 A+5 W 64 2 1 8 396.34 49.54 0.87 0.3 A+5 W 65 2 1 8 188.83 23.60 0.93 0.2 A+5 W 66 2 1 8 52.44 6.55 0.95 0.1 A+5 W 67 2 1 8 145.13 18.14 0.91 0.2 A+5 W 68 2 1 8 496.45 62.06 0.87 0.3 A+5 W 69 2 1 8 360.34 45.04 1.20 -0.4 A-5 W 70 2 1 8 78.08 9.76 0.99 0.0 A+5 W 71 2 1 8 483.24 60.40 1.20 -0.4 A-5 W 72 2 1 8 1188.55 148.57 0.74 0.7 A+

Q 5


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 A 148 2 1 8 28.72 3.59 0.99 0.0 A+8 A 149 2 1 8 63.32 7.92 1.23 -0.5 A-8 A 150 2 1 8 37.30 4.66 0.96 0.1 A+8 A 151 2 1 8 75.02 9.38 1.23 -0.5 A-8 A 152 2 1 8 69.41 8.68 1.16 -0.4 A-8 A 153 2 1 8 55.87 6.98 0.84 0.4 A+8 A 154 2 1 8 56.14 7.02 1.20 -0.4 A-8 A 155 2 1 8 25.73 3.22 1.08 -0.2 A-8 A 156 2 1 8 56.11 7.01 1.22 -0.5 A-8 A 157 2 1 8 328.00 41.00 1.75 -1.3 B-8 A 158 2 1 8 71.84 8.98 1.16 -0.3 A-8 A 159 2 1 8 42.47 5.31 1.13 -0.3 A-8 A 160 2 1 8 8.55 1.07 0.99 0.0 A+8 A 161 2 1 8 59.06 7.38 0.87 0.3 A+8 A 162 2 1 8 64.92 8.11 0.83 0.4 A+8 B 148 2 1 8 141.12 17.64 0.73 0.8 A+8 B 149 2 1 8 45.32 5.67 1.14 -0.3 A-8 B 150 2 1 8 21.19 2.65 1.06 -0.1 A-8 B 151 2 1 8 157.77 19.72 1.33 -0.7 A-8 B 152 2 1 8 18.18 2.27 0.97 0.1 A+8 B 153 2 1 8 153.87 19.23 0.78 0.6 A+8 B 154 2 1 8 200.65 25.08 1.43 -0.8 A-8 B 155 2 1 8 13.20 1.65 1.04 -0.1 A-8 B 156 2 1 8 745.45 93.18 0.43 2.0 C+8 B 157 2 1 8 76.83 9.60 1.29 -0.6 A-8 B 158 2 1 8 12.81 1.60 1.03 -0.1 A-8 B 159 2 1 8 175.31 21.91 0.67 0.9 A+8 B 160 2 1 8 235.80 29.47 0.66 1.0 A+8 B 161 2 1 8 18.67 2.33 0.96 0.1 A+8 B 162 2 1 8 71.14 8.89 1.20 -0.4 A-8 C 148 2 1 8 67.60 8.45 1.17 -0.4 A-8 C 149 2 1 8 13.98 1.75 0.95 0.1 A+8 C 150 2 1 8 344.73 43.09 0.62 1.1 B+8 C 151 2 1 8 25.90 3.24 1.05 -0.1 A-8 C 152 2 1 8 38.00 4.75 1.16 -0.4 A-8 C 153 2 1 8 116.84 14.61 1.23 -0.5 A-8 C 154 2 1 8 145.87 18.23 0.72 0.8 A+8 C 155 2 1 8 75.94 9.49 0.80 0.5 A+8 C 156 2 1 8 247.88 30.98 1.43 -0.8 A-8 C 157 2 1 8 31.52 3.94 0.93 0.2 A+8 C 158 2 1 8 22.11 2.76 0.96 0.1 A+8 C 159 2 1 8 53.73 6.72 1.11 -0.3 A-8 C 160 2 1 8 54.48 6.81 0.85 0.4 A+8 C 161 2 1 8 101.99 12.75 0.79 0.6 A+8 C 162 2 1 8 32.74 4.09 0.96 0.1 A+

Q 6


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 D 148 2 1 8 56.70 7.09 1.01 0.0 A-8 D 149 2 1 8 79.97 10.00 0.74 0.7 A+8 D 150 2 1 8 8.11 1.01 1.02 0.0 A-8 D 151 2 1 8 177.30 22.16 1.42 -0.8 A-8 D 152 2 1 8 24.63 3.08 1.11 -0.2 A-8 D 153 2 1 8 444.83 55.60 0.57 1.3 B+8 D 154 2 1 8 18.27 2.28 1.02 0.0 A-8 D 155 2 1 8 22.96 2.87 1.08 -0.2 A-8 D 156 2 1 8 291.89 36.49 1.63 -1.2 B-8 D 157 2 1 8 37.96 4.75 0.94 0.1 A+8 D 158 2 1 8 45.84 5.73 0.92 0.2 A+8 D 159 2 1 8 35.28 4.41 1.08 -0.2 A-8 D 160 2 1 8 39.15 4.89 0.91 0.2 A+8 D 161 2 1 8 113.38 14.17 1.29 -0.6 A-8 D 162 2 1 8 22.83 2.85 1.04 -0.1 A-8 E 148 2 1 8 1134.49 141.81 0.37 2.3 C+8 E 149 2 1 8 24.60 3.07 1.05 -0.1 A-8 E 150 2 1 8 24.14 3.02 0.95 0.1 A+8 E 151 2 1 8 240.34 30.04 1.51 -1.0 A-8 E 152 2 1 8 22.80 2.85 0.92 0.2 A+8 E 153 2 1 8 40.36 5.04 0.88 0.3 A+8 E 154 2 1 8 29.33 3.67 1.04 -0.1 A-8 E 155 2 1 8 51.24 6.40 0.97 0.1 A+8 E 156 2 1 8 32.57 4.07 1.10 -0.2 A-8 E 157 2 1 8 107.53 13.44 0.91 0.2 A+8 E 158 2 1 8 39.08 4.89 1.12 -0.3 A-8 E 159 2 1 8 46.00 5.75 1.17 -0.4 A-8 E 160 2 1 8 107.67 13.46 1.21 -0.5 A-8 E 161 2 1 8 41.88 5.24 1.09 -0.2 A-8 E 162 2 1 8 44.86 5.61 0.90 0.2 A+8 F 148 2 1 8 396.69 49.59 0.61 1.2 B+8 F 149 2 1 8 105.51 13.19 0.78 0.6 A+8 F 150 2 1 8 95.30 11.91 0.79 0.5 A+8 F 151 2 1 8 34.31 4.29 0.86 0.4 A+8 F 152 2 1 8 12.24 1.53 0.96 0.1 A+8 F 153 2 1 8 34.60 4.32 1.08 -0.2 A-8 F 154 2 1 8 24.24 3.03 1.05 -0.1 A-8 F 155 2 1 8 82.13 10.27 1.08 -0.2 A-8 F 156 2 1 8 47.18 5.90 0.91 0.2 A+8 F 157 2 1 8 68.12 8.51 1.24 -0.5 A-8 F 158 2 1 8 168.93 21.12 1.46 -0.9 A-8 F 159 2 1 8 21.51 2.69 0.94 0.2 A+8 F 160 2 1 8 37.05 4.63 1.09 -0.2 A-8 F 161 2 1 8 51.82 6.48 0.85 0.4 A+8 F 162 2 1 8 132.67 16.58 1.56 -1.0 B-

Q 7


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 G 148 2 1 8 22.48 2.81 1.06 -0.1 A-8 G 149 2 1 8 89.31 11.16 1.22 -0.5 A-8 G 150 2 1 8 40.94 5.12 1.09 -0.2 A-8 G 151 2 1 8 67.84 8.48 1.12 -0.3 A-8 G 152 2 1 8 102.99 12.87 1.22 -0.5 A-8 G 153 2 1 8 220.99 27.62 0.68 0.9 A+8 G 154 2 1 8 122.56 15.32 1.36 -0.7 A-8 G 155 2 1 8 146.54 18.32 1.31 -0.6 A-8 G 156 2 1 8 54.42 6.80 0.83 0.4 A+8 G 157 2 1 8 11.55 1.44 1.07 -0.2 A-8 G 158 2 1 8 195.43 24.43 0.72 0.8 A+8 G 159 2 1 8 27.41 3.43 1.00 0.0 A+8 G 160 2 1 8 217.22 27.15 0.67 0.9 A+8 G 161 2 1 8 51.63 6.45 0.84 0.4 A+8 G 162 2 1 8 56.54 7.07 0.81 0.5 A+8 H 148 2 1 8 37.18 4.65 0.87 0.3 A+8 H 149 2 1 8 120.35 15.04 0.74 0.7 A+8 H 150 2 1 8 87.75 10.97 1.26 -0.5 A-8 H 151 2 1 8 107.76 13.47 0.75 0.7 A+8 H 152 2 1 8 63.17 7.90 1.18 -0.4 A-8 H 153 2 1 8 76.04 9.51 0.81 0.5 A+8 H 154 2 1 8 140.41 17.55 1.38 -0.8 A-8 H 155 2 1 8 37.68 4.71 0.94 0.1 A+8 H 156 2 1 8 33.66 4.21 1.04 -0.1 A-8 H 157 2 1 8 95.57 11.95 1.27 -0.6 A-8 H 158 2 1 8 34.05 4.26 0.90 0.3 A+8 H 159 2 1 8 65.11 8.14 1.23 -0.5 A-8 H 160 2 1 8 36.20 4.52 0.88 0.3 A+8 H 161 2 1 8 29.27 3.66 1.00 0.0 A+8 H 162 2 1 8 20.36 2.54 1.04 -0.1 A-8 I 148 2 1 8 12.08 1.51 0.98 0.0 A+8 I 149 2 1 8 90.59 11.32 0.92 0.2 A+8 I 150 2 1 8 59.19 7.40 0.76 0.6 A+8 I 151 2 1 8 127.45 15.93 0.74 0.7 A+8 I 152 2 1 8 65.63 8.20 0.81 0.5 A+8 I 153 2 1 8 85.06 10.63 0.81 0.5 A+8 I 154 2 1 8 39.73 4.97 0.97 0.1 A+8 I 155 2 1 8 7.36 0.92 1.00 0.0 A+8 I 156 2 1 8 89.87 11.23 1.23 -0.5 A-8 I 157 2 1 8 14.51 1.81 1.06 -0.1 A-8 I 158 2 1 8 24.66 3.08 1.11 -0.2 A-8 I 159 2 1 8 115.95 14.49 1.38 -0.8 A-8 I 160 2 1 8 81.17 10.15 1.32 -0.7 A-8 I 161 2 1 8 49.54 6.19 0.92 0.2 A+8 I 162 2 1 8 111.15 13.89 1.28 -0.6 A-

Q 8


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 J 148 2 1 8 33.29 4.16 0.89 0.3 A+8 J 149 2 1 8 72.80 9.10 0.91 0.2 A+8 J 150 2 1 8 32.87 4.11 1.12 -0.3 A-8 J 151 2 1 8 17.53 2.19 1.00 0.0 A8 J 152 2 1 8 107.75 13.47 1.28 -0.6 A-8 J 153 2 1 8 53.62 6.70 0.85 0.4 A+8 J 154 2 1 8 67.76 8.47 1.20 -0.4 A-8 J 155 2 1 8 35.68 4.46 0.88 0.3 A+8 J 156 2 1 8 68.94 8.62 1.20 -0.4 A-8 J 157 2 1 8 87.02 10.88 1.06 -0.1 A-8 J 158 2 1 8 54.00 6.75 1.21 -0.5 A-8 J 159 2 1 8 179.19 22.40 1.39 -0.8 A-8 J 160 2 1 8 76.09 9.51 1.06 -0.1 A-8 J 161 2 1 8 22.80 2.85 0.92 0.2 A+8 J 162 2 1 8 67.72 8.47 0.77 0.6 A+8 W 1 2 1 8 535.36 66.92 1.29 -0.6 A-8 W 2 2 1 8 83.52 10.44 0.94 0.2 A+8 W 3 2 1 8 633.42 79.18 1.21 -0.5 A-8 W 4 2 1 8 239.96 30.00 0.92 0.2 A+8 W 5 2 1 8 1368.94 171.12 0.71 0.8 A+8 W 6 2 1 8 164.86 20.61 1.13 -0.3 A-8 W 7 2 1 8 944.54 118.07 1.27 -0.6 A-8 W 8 2 1 8 31.69 3.96 1.00 0.0 A-8 W 9 2 1 8 405.19 50.65 1.22 -0.5 A-8 W 10 2 1 8 506.86 63.36 1.23 -0.5 A-8 W 11 2 1 8 677.85 84.73 0.74 0.7 A+8 W 12 2 1 8 313.95 39.24 1.13 -0.3 A-8 W 13 2 1 8 105.25 13.16 1.07 -0.2 A-8 W 14 2 1 8 361.99 45.25 0.83 0.4 A+8 W 15 2 1 8 805.75 100.72 0.79 0.6 A+8 W 16 2 1 8 447.39 55.92 0.85 0.4 A+8 W 17 2 1 8 852.11 106.51 0.74 0.7 A+8 W 18 2 1 8 281.55 35.19 1.06 -0.1 A-8 W 19 2 1 8 150.74 18.84 0.95 0.1 A+8 W 20 2 1 8 310.67 38.83 0.93 0.2 A+8 W 21 2 1 8 189.14 23.64 1.07 -0.2 A-8 W 22 2 1 8 769.64 96.20 0.78 0.6 A+8 W 23 2 1 8 252.74 31.59 0.89 0.3 A+8 W 24 2 1 8 970.28 121.28 1.30 -0.6 A-8 W 26 2 1 8 456.04 57.00 0.81 0.5 A+8 W 27 2 1 8 275.47 34.43 0.89 0.3 A+8 W 28 2 1 8 267.98 33.50 1.13 -0.3 A-8 W 29 2 1 8 497.46 62.18 0.84 0.4 A+8 W 30 2 1 8 48.20 6.02 0.97 0.1 A+8 W 31 2 1 8 792.97 99.12 1.28 -0.6 A-8 W 32 2 1 8 53.40 6.68 0.98 0.1 A+8 W 33 2 1 8 999.16 124.89 0.74 0.7 A+8 W 34 2 1 8 734.50 91.81 0.84 0.4 A+

Q 9


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 W 35 2 1 8 116.42 14.55 1.01 0.0 A-8 W 36 2 1 8 401.76 50.22 1.20 -0.4 A-8 W 37 2 1 8 625.18 78.15 0.81 0.5 A+8 W 38 2 1 8 619.14 77.39 0.82 0.5 A+8 W 39 2 1 8 92.05 11.51 1.00 0.0 A-8 W 40 2 1 8 698.25 87.28 0.82 0.5 A+8 W 41 2 1 8 3759.01 469.88 0.57 1.3 B+8 W 42 2 1 8 141.79 17.72 1.01 0.0 A-8 W 43 2 1 8 737.34 92.17 1.31 -0.6 A-8 W 44 2 1 8 1675.18 209.40 0.68 0.9 A+8 W 45 2 1 8 934.27 116.78 0.75 0.7 A+8 W 46 2 1 8 200.18 25.02 1.16 -0.4 A-8 W 47 2 1 8 37.84 4.73 1.03 -0.1 A-8 W 48 2 1 8 37.71 4.71 1.05 -0.1 A-8 W 49 2 1 8 90.35 11.29 1.09 -0.2 A-8 W 51 2 1 8 77.82 9.73 1.07 -0.2 A-8 W 52 2 1 8 878.69 109.84 1.25 -0.5 A-8 W 53 2 1 8 534.31 66.79 1.26 -0.5 A-8 W 54 2 1 8 146.89 18.36 0.97 0.1 A+8 W 55 2 1 8 1952.94 244.12 0.69 0.9 A+8 W 56 2 1 8 620.57 77.57 0.79 0.6 A+8 W 57 2 1 8 215.59 26.95 0.89 0.3 A+8 W 58 2 1 8 190.57 23.82 0.89 0.3 A+8 W 59 2 1 8 126.32 15.79 1.05 -0.1 A-8 W 60 2 1 8 152.01 19.00 0.93 0.2 A+8 W 61 2 1 8 570.63 71.33 1.21 -0.5 A-8 W 62 2 1 8 1346.65 168.33 1.38 -0.7 A-8 W 63 2 1 8 460.32 57.54 0.84 0.4 A+8 W 64 2 1 8 100.24 12.53 1.01 0.0 A-8 W 65 2 1 8 71.83 8.98 0.97 0.1 A+8 W 66 2 1 8 895.45 111.93 0.78 0.6 A+8 W 67 2 1 8 209.85 26.23 1.06 -0.1 A-8 W 68 2 1 8 386.85 48.36 0.93 0.2 A+8 W 69 2 1 8 173.71 21.71 0.97 0.1 A+8 W 70 2 1 8 1474.17 184.27 0.71 0.8 A+8 W 71 2 1 8 112.70 14.09 0.95 0.1 A+8 W 72 2 1 8 1117.33 139.67 1.31 -0.6 A-

Q 10


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 A 156 2 1 8 53.61 6.70 1.18 -0.4 A-11 A 157 2 1 8 30.57 3.82 1.07 -0.2 A-11 A 158 2 1 8 119.37 14.92 1.32 -0.7 A-11 A 159 2 1 8 12.55 1.57 1.03 -0.1 A-11 A 160 2 1 8 21.26 2.66 1.03 -0.1 A-11 A 161 2 1 8 88.46 11.06 1.30 -0.6 A-11 A 162 2 1 8 36.92 4.61 1.01 0.0 A-11 A 163 2 1 8 25.55 3.19 0.97 0.1 A+11 A 164 2 1 8 13.62 1.70 0.94 0.1 A+11 A 165 2 1 8 31.26 3.91 0.97 0.1 A+11 A 166 2 1 8 34.24 4.28 1.10 -0.2 A-11 A 167 2 1 8 57.53 7.19 0.83 0.4 A+11 A 168 2 1 8 153.26 19.16 0.72 0.8 A+11 A 169 2 1 8 31.48 3.93 0.93 0.2 A+11 A 170 2 1 8 28.96 3.62 0.94 0.1 A+11 B 156 2 1 8 58.96 7.37 1.14 -0.3 A-11 B 157 2 1 8 48.39 6.05 0.85 0.4 A+11 B 158 2 1 8 90.31 11.29 0.80 0.5 A+11 B 159 2 1 8 85.33 10.67 0.76 0.6 A+11 B 160 2 1 8 457.21 57.15 0.53 1.5 C+11 B 161 2 1 8 118.97 14.87 0.75 0.7 A+11 B 162 2 1 8 27.22 3.40 0.95 0.1 A+11 B 163 2 1 8 18.20 2.28 0.99 0.0 A+11 B 164 2 1 8 39.67 4.96 1.11 -0.2 A-11 B 165 2 1 8 127.26 15.91 0.70 0.8 A+11 B 166 2 1 8 48.60 6.07 0.85 0.4 A+11 B 167 2 1 8 49.92 6.24 0.85 0.4 A+11 B 168 2 1 8 88.48 11.06 1.26 -0.6 A-11 B 169 2 1 8 9.21 1.15 0.97 0.1 A+11 B 170 2 1 8 25.13 3.14 0.92 0.2 A+11 C 156 2 1 8 303.58 37.95 1.68 -1.2 B-11 C 157 2 1 8 36.39 4.55 1.20 -0.4 A-11 C 158 2 1 8 22.93 2.87 1.13 -0.3 A-11 C 159 2 1 8 72.56 9.07 1.28 -0.6 A-11 C 160 2 1 8 18.29 2.29 1.01 0.0 A-11 C 161 2 1 8 18.36 2.29 0.96 0.1 A+11 C 162 2 1 8 27.88 3.48 1.00 0.0 A-11 C 163 2 1 8 131.24 16.41 0.74 0.7 A+11 C 164 2 1 8 69.31 8.66 0.86 0.4 A+11 C 165 2 1 8 11.69 1.46 1.02 -0.1 A-11 C 166 2 1 8 24.25 3.03 1.03 -0.1 A-11 C 167 2 1 8 18.77 2.35 1.00 0.0 A-11 C 168 2 1 8 39.98 5.00 0.88 0.3 A+11 C 169 2 1 8 919.87 114.98 0.44 1.9 C+11 C 170 2 1 8 36.09 4.51 0.93 0.2 A+

Q 11


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 D 156 2 1 8 53.74 6.72 1.20 -0.4 A-11 D 157 2 1 8 62.71 7.84 0.76 0.6 A+11 D 158 2 1 8 66.89 8.36 1.28 -0.6 A-11 D 159 2 1 8 86.46 10.81 1.20 -0.4 A-11 D 160 2 1 8 45.41 5.68 1.07 -0.2 A-11 D 161 2 1 8 26.65 3.33 0.91 0.2 A+11 D 162 2 1 8 55.26 6.91 1.17 -0.4 A-11 D 163 2 1 8 38.80 4.85 0.89 0.3 A+11 D 164 2 1 8 35.13 4.39 0.99 0.0 A+11 D 165 2 1 8 73.08 9.14 0.76 0.6 A+11 D 166 2 1 8 198.09 24.76 1.54 -1.0 B-11 D 167 2 1 8 229.29 28.66 0.65 1.0 B+11 D 168 2 1 8 26.60 3.33 1.00 0.0 A-11 D 169 2 1 8 18.52 2.31 1.02 -0.1 A-11 D 170 2 1 8 121.43 15.18 1.33 -0.7 A-11 E 156 2 1 8 11.95 1.49 1.10 -0.2 A-11 E 157 2 1 8 130.65 16.33 1.40 -0.8 A-11 E 158 2 1 8 30.71 3.84 0.91 0.2 A+11 E 159 2 1 8 34.96 4.37 0.93 0.2 A+11 E 160 2 1 8 72.82 9.10 1.26 -0.6 A-11 E 161 2 1 8 10.22 1.28 0.93 0.2 A+11 E 162 2 1 8 30.32 3.79 0.88 0.3 A+11 E 163 2 1 8 57.87 7.23 0.85 0.4 A+11 E 164 2 1 8 30.41 3.80 1.12 -0.3 A-11 E 165 2 1 8 59.74 7.47 1.23 -0.5 A-11 E 166 2 1 8 74.16 9.27 1.25 -0.5 A-11 E 167 2 1 8 41.85 5.23 0.86 0.4 A+11 E 168 2 1 8 23.38 2.92 0.97 0.1 A+11 E 169 2 1 8 30.26 3.78 1.03 -0.1 A-11 E 170 2 1 8 36.75 4.59 0.95 0.1 A+11 F 156 2 1 8 32.76 4.09 1.03 -0.1 A-11 F 157 2 1 8 33.79 4.22 1.17 -0.4 A-11 F 158 2 1 8 101.68 12.71 0.80 0.5 A+11 F 159 2 1 8 13.95 1.74 0.89 0.3 A+11 F 160 2 1 8 55.99 7.00 0.88 0.3 A+11 F 161 2 1 8 35.39 4.42 1.11 -0.2 A-11 F 162 2 1 8 30.12 3.77 0.87 0.3 A+11 F 163 2 1 8 8.34 1.04 1.03 -0.1 A-11 F 164 2 1 8 34.31 4.29 0.85 0.4 A+11 F 165 2 1 8 66.73 8.34 0.84 0.4 A+11 F 166 2 1 8 22.38 2.80 0.93 0.2 A+11 F 167 2 1 8 33.48 4.19 1.00 0.0 A+11 F 168 2 1 8 26.73 3.34 1.00 0.0 A-11 F 169 2 1 8 45.62 5.70 1.02 -0.1 A-11 F 170 2 1 8 41.32 5.16 1.04 -0.1 A-

Q 12


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 G 156 2 1 8 57.56 7.20 1.23 -0.5 A-11 G 157 2 1 8 22.66 2.83 1.11 -0.2 A-11 G 158 2 1 8 10.01 1.25 1.02 -0.1 A-11 G 159 2 1 8 110.10 13.76 0.77 0.6 A+11 G 160 2 1 8 23.93 2.99 0.99 0.0 A+11 G 161 2 1 8 183.11 22.89 1.40 -0.8 A-11 G 162 2 1 8 45.70 5.71 1.18 -0.4 A-11 G 163 2 1 8 117.19 14.65 1.36 -0.7 A-11 G 164 2 1 8 172.89 21.61 1.38 -0.8 A-11 G 165 2 1 8 21.25 2.66 1.12 -0.3 A-11 G 166 2 1 8 19.96 2.50 0.95 0.1 A+11 G 167 2 1 8 22.39 2.80 0.92 0.2 A+11 G 168 2 1 8 48.01 6.00 0.92 0.2 A+11 G 169 2 1 8 9.09 1.14 1.01 0.0 A-11 G 170 2 1 8 24.24 3.03 1.00 0.0 A-11 H 156 2 1 8 46.41 5.80 0.80 0.5 A+11 H 157 2 1 8 82.98 10.37 0.73 0.7 A+11 H 158 2 1 8 13.15 1.64 0.99 0.0 A+11 H 159 2 1 8 16.02 2.00 0.92 0.2 A+11 H 160 2 1 8 71.70 8.96 1.29 -0.6 A-11 H 161 2 1 8 25.50 3.19 1.13 -0.3 A-11 H 162 2 1 8 21.73 2.72 0.91 0.2 A+11 H 163 2 1 8 22.55 2.82 0.96 0.1 A+11 H 164 2 1 8 178.74 22.34 0.69 0.9 A+11 H 165 2 1 8 27.35 3.42 0.97 0.1 A+11 H 166 2 1 8 131.18 16.40 0.78 0.6 A+11 H 167 2 1 8 68.23 8.53 0.86 0.3 A+11 H 168 2 1 8 31.88 3.99 1.13 -0.3 A-11 H 169 2 1 8 28.67 3.58 0.88 0.3 A+11 H 170 2 1 8 83.21 10.40 0.78 0.6 A+11 I 156 2 1 8 95.78 11.97 1.55 -1.0 B-11 I 157 2 1 8 44.99 5.62 0.79 0.6 A+11 I 158 2 1 8 5.26 0.66 0.98 0.0 A+11 I 159 2 1 8 43.26 5.41 0.88 0.3 A+11 I 160 2 1 8 130.33 16.29 1.35 -0.7 A-11 I 161 2 1 8 138.79 17.35 1.40 -0.8 A-11 I 162 2 1 8 73.81 9.23 1.25 -0.5 A-11 I 163 2 1 8 10.62 1.33 0.94 0.1 A+11 I 164 2 1 8 14.88 1.86 1.04 -0.1 A-11 I 165 2 1 8 22.77 2.85 1.13 -0.3 A-11 I 166 2 1 8 65.48 8.18 1.21 -0.5 A-11 I 167 2 1 8 32.83 4.10 0.86 0.4 A+11 I 168 2 1 8 25.06 3.13 1.06 -0.1 A-11 I 169 2 1 8 69.33 8.67 1.16 -0.3 A-11 I 170 2 1 8 245.49 30.69 0.65 1.0 B+

Q 13


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 J 156 2 1 8 67.24 8.41 0.85 0.4 A+11 J 157 2 1 8 38.16 4.77 1.08 -0.2 A-11 J 158 2 1 8 38.04 4.76 0.96 0.1 A+11 J 159 2 1 8 9.70 1.21 0.95 0.1 A+11 J 160 2 1 8 19.61 2.45 0.93 0.2 A+11 J 161 2 1 8 216.39 27.05 1.56 -1.0 B-11 J 162 2 1 8 68.85 8.61 0.90 0.3 A+11 J 163 2 1 8 64.57 8.07 1.20 -0.4 A-11 J 164 2 1 8 16.87 2.11 0.97 0.1 A+11 J 165 2 1 8 67.13 8.39 0.85 0.4 A+11 J 166 2 1 8 44.85 5.61 0.91 0.2 A+11 J 167 2 1 8 83.92 10.49 1.20 -0.4 A-11 J 168 2 1 8 12.53 1.57 0.95 0.1 A+11 J 169 2 1 8 64.35 8.04 0.87 0.3 A+11 J 170 2 1 8 151.82 18.98 1.41 -0.8 A-11 W 1 2 1 8 27.32 3.41 1.02 0.0 A-11 W 2 2 1 8 785.80 98.22 0.76 0.6 A+11 W 3 2 1 8 199.36 24.92 1.03 -0.1 A-11 W 4 2 1 8 3950.28 493.78 0.54 1.4 B+11 W 5 2 1 8 229.48 28.69 1.23 -0.5 A-11 W 6 2 1 8 121.71 15.21 0.86 0.3 A+11 W 7 2 1 8 117.53 14.69 0.91 0.2 A+11 W 8 2 1 8 165.80 20.72 1.16 -0.3 A-11 W 9 2 1 8 233.38 29.17 0.87 0.3 A+11 W 10 2 1 8 174.97 21.87 0.93 0.2 A+11 W 11 2 1 8 141.50 17.69 0.87 0.3 A+11 W 12 2 1 8 149.32 18.67 0.88 0.3 A+11 W 13 2 1 8 86.28 10.79 1.07 -0.2 A-11 W 14 2 1 8 378.55 47.32 1.15 -0.3 A-11 W 15 2 1 8 213.47 26.68 0.88 0.3 A+11 W 16 2 1 8 680.05 85.01 0.79 0.6 A+11 W 17 2 1 8 81.37 10.17 1.04 -0.1 A-11 W 18 2 1 8 317.25 39.66 1.13 -0.3 A-11 W 19 2 1 8 1473.30 184.16 0.68 0.9 A+11 W 20 2 1 8 340.10 42.51 1.15 -0.3 A-11 W 21 2 1 8 799.34 99.92 1.30 -0.6 A-11 W 22 2 1 8 300.61 37.58 0.91 0.2 A+11 W 23 2 1 8 259.10 32.39 0.92 0.2 A+11 W 24 2 1 8 421.75 52.72 1.16 -0.3 A-11 W 26 2 1 8 692.64 86.58 0.66 1.0 A+11 W 27 2 1 8 3513.46 439.18 0.50 1.6 C+11 W 28 2 1 8 214.86 26.86 1.17 -0.4 A-11 W 29 2 1 8 438.17 54.77 1.25 -0.5 A-11 W 30 2 1 8 886.13 110.77 0.72 0.8 A+11 W 31 2 1 8 647.62 80.95 0.85 0.4 A+11 W 32 2 1 8 1132.93 141.62 0.77 0.6 A+11 W 33 2 1 8 2117.85 264.73 0.69 0.9 A+11 W 34 2 1 8 184.02 23.00 1.13 -0.3 A-

Q 14


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 W 35 2 1 8 2991.80 373.97 0.60 1.2 B+11 W 36 2 1 8 594.97 74.37 1.34 -0.7 A-11 W 37 2 1 8 16.65 2.08 1.00 0.0 A+11 W 38 2 1 8 1817.52 227.19 0.66 1.0 A+11 W 39 2 1 8 85.47 10.68 1.08 -0.2 A-11 W 40 2 1 8 276.25 34.53 1.16 -0.3 A-11 W 41 2 1 8 349.56 43.70 0.86 0.4 A+11 W 42 2 1 8 1284.16 160.52 1.45 -0.9 A-11 W 43 2 1 8 422.89 52.86 1.24 -0.5 A-11 W 44 2 1 8 487.62 60.95 1.22 -0.5 A-11 W 45 2 1 8 1197.43 149.68 0.72 0.8 A+11 W 46 2 1 8 420.11 52.51 1.21 -0.5 A-11 W 47 2 1 8 110.07 13.76 1.04 -0.1 A-11 W 48 2 1 8 1675.16 209.39 0.72 0.8 A+11 W 49 2 1 8 781.81 97.73 0.78 0.6 A+11 W 51 2 1 8 373.90 46.74 1.28 -0.6 A-11 W 52 2 1 8 506.20 63.28 1.30 -0.6 A-11 W 53 2 1 8 178.22 22.28 1.17 -0.4 A-11 W 54 2 1 8 843.49 105.44 0.72 0.8 A+11 W 55 2 1 8 506.99 63.37 1.14 -0.3 A-11 W 56 2 1 8 446.23 55.78 1.16 -0.4 A-11 W 57 2 1 8 252.77 31.60 0.86 0.3 A+11 W 58 2 1 8 651.69 81.46 0.82 0.5 A+11 W 59 2 1 8 62.87 7.86 1.02 0.0 A-11 W 60 2 1 8 1403.30 175.41 1.57 -1.1 B-11 W 61 2 1 8 1539.32 192.42 0.69 0.9 A+11 W 62 2 1 8 160.99 20.12 1.07 -0.1 A-11 W 63 2 1 8 961.52 120.19 1.32 -0.7 A-11 W 64 2 1 8 37.13 4.64 1.04 -0.1 A-11 W 65 2 1 8 36.05 4.51 0.99 0.0 A+11 W 66 2 1 8 283.61 35.45 0.87 0.3 A+11 W 67 2 1 8 162.05 20.26 1.07 -0.2 A-11 W 68 2 1 8 515.32 64.42 0.81 0.5 A+11 W 69 2 1 8 95.22 11.90 1.03 -0.1 A-11 W 70 2 1 8 221.14 27.64 1.02 0.0 A-11 W 71 2 1 8 241.02 30.13 0.91 0.2 A+11 W 72 2 1 8 967.81 120.98 1.31 -0.6 A-

Q 15

Appendix R: 2001 PSSA DIF AnalysisOpen Ended Mathematics Items

Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 A 150 2 1 8 5 -0.10 0.02 -5.1 C-5 B 150 2 1 8 5 -0.06 0.02 -2.9 B-5 C 150 2 1 8 5 -0.05 0.02 -2.8 B-5 D 150 2 1 8 5 -0.23 0.02 -10.2 C-5 E 150 2 1 8 5 -0.12 0.02 -6.1 C-5 F 150 2 1 8 5 -0.18 0.02 -10.1 C-5 G 150 2 1 8 5 -0.07 0.02 -4.1 B-5 H 150 2 1 8 5 -0.12 0.02 -8.0 C-5 I 150 2 1 8 5 0.00 0.02 0.0 A+5 J 150 2 1 8 5 -0.11 0.02 -5.8 C-5 W 25 2 1 8 5 -0.01 0.01 -2.5 B-5 W 50 2 1 8 5 -0.06 0.01 -10.6 C-5 W 73 2 1 8 5 -0.10 0.01 -17.5 C-8 A 170 2 1 8 5 -0.25 0.02 -14.8 C-8 B 170 2 1 8 5 -0.36 0.02 -20.3 C-8 C 170 2 1 8 5 -0.24 0.02 -12.6 C-8 D 170 2 1 8 5 -0.31 0.02 -14.5 C-8 E 170 2 1 8 5 -0.12 0.02 -6.7 C-8 F 170 2 1 8 5 -0.21 0.02 -11.2 C-8 G 170 2 1 8 5 -0.16 0.02 -8.3 C-8 H 170 2 1 8 5 -0.10 0.02 -6.0 C-8 I 170 2 1 8 5 -0.10 0.02 -5.5 C-8 J 170 2 1 8 5 -0.34 0.02 -17.6 C-8 W 25 2 1 8 5 0.00 0.01 0.6 A+8 W 50 2 1 8 5 -0.22 0.01 -41.7 C-8 W 73 2 1 8 5 -0.09 0.01 -14.2 C-11 A 180 2 1 8 5.00 -0.10 0.02 -5.4 C-11 B 180 2 1 8 5.00 -0.18 0.02 -8.9 C-11 C 180 2 1 8 5.00 0.06 0.02 4.1 B+11 D 180 2 1 8 5.00 -0.05 0.02 -2.7 B-11 E 180 2 1 8 5.00 -0.06 0.02 -3.9 B-11 F 180 2 1 8 5.00 -0.34 0.02 -15.2 C-11 G 180 2 1 8 5.00 0.03 0.02 1.8 A+11 H 180 2 1 8 5.00 -0.12 0.02 -7.7 C-11 I 180 2 1 8 5.00 0.09 0.02 5.5 C+11 J 180 2 1 8 5.00 0.01 0.02 0.7 A+11 W 25 2 1 8 5.00 -0.08 0.01 -12.3 C-11 W 50 2 1 8 5.00 -0.16 0.01 -30.7 C-11 W 73 2 1 8 5.00 -0.29 0.01 -50.1 C-

R 16

Appendix S: 2001 PSSA DIF Plots for Questionable Mathematics Items

S 1

Grade 5 Math Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code A 150 2 1 8 5 -0.097 0.019 -5.1 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 3.68 1067 3.78 805| | -* | 3.17 922 3.34 840| | -* | 2.76 837 2.91 819| --* | 2.43 902 2.56 907| --* | | 2.00 808 2.19 844| -* | | 1.69 915 1.78 942| *+ | | 1.39 882 1.30 868| * | | 0.66 871 0.70 7370_________1_________2_________3_________4_________5 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code B 135 2 1 8 447.43 55.93 2.13 -1.8 C-0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *+ 1.00 928 0.99 761| | -* 0.98 962 0.99 870| | -*| 0.96 871 0.98 814| | * | 0.96 892 0.97 920| | --* | 0.93 922 0.95 882| | ---* | 0.86 881 0.92 923| | -------* | 0.75 881 0.88 896| -----------* | 0.45 901 0.65 7870____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code D 150 2 1 8 5 -0.227 0.022 -10.2 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 4.44 948 4.54 762| | --* | 3.94 907 4.09 793| | ---* | 3.33 930 3.59 865| | ----* | 2.82 936 3.23 967| ----* | 2.34 839 2.70 874| --* | | 1.87 895 2.06 891| --* | | 1.25 863 1.45 860| --* | | 0.61 896 0.76 8000_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code E 150 2 1 8 5 -0.124 0.020 -6.1 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 3.05 952 3.20 897| -* | | 1.97 888 2.15 811| -* | | 1.46 930 1.61 962| --* | | 1.04 884 1.22 901| -* | | 0.82 889 0.92 877| -* | | 0.59 876 0.65 900| -* | | 0.36 820 0.53 782| * | | 0.17 881 0.17 7700_________1_________2_________3_________4_________5 Right Total Right Total


S 2

Grade 5 Math Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code F 150 2 1 8 5 -0.183 0.018 -10.1 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 3.57 957 3.75 771| | --* | 2.86 912 3.12 782| ----* | 2.32 962 2.69 898| --* | | 2.04 935 2.15 881| --* | | 1.61 815 1.78 887| -* | | 1.37 839 1.54 834| -* | | 1.01 873 1.13 911| -* | | 0.60 927 0.70 7860_________1_________2_________3_________4_________5 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code H 139 2 1 8 802.16 100.27 0.48 1.7 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *++ | 0.96 1005 0.92 805| | *+++++ | 0.90 954 0.80 865| | *++++++ | 0.79 996 0.65 907| *++++++++++++ | 0.69 903 0.46 925| *+++++++++++ | 0.51 851 0.28 857| *++++++++ | | 0.34 755 0.18 920| *+++++ | | 0.22 896 0.11 886| -* | | 0.18 854 0.20 7880____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code H 150 2 1 8 5 -0.124 0.015 -8.0 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| |--* | 2.56 1005 2.75 805| --* | | 2.01 954 2.21 865| -* | | 1.73 996 1.83 906| -* | | 1.49 903 1.65 922| * | | 1.36 850 1.39 857| -* | | 1.09 754 1.23 916| -* | | 0.88 890 0.99 883| * | | 0.47 843 0.51 7790_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code J 150 2 1 8 5 -0.112 0.019 -5.8 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 3.27 969 3.50 749| |--* | 2.59 910 2.76 836| -* | 2.40 800 2.47 724| --* | | 2.10 778 2.26 740| -* | | 1.96 886 2.05 807| * | | 1.77 842 1.81 869| -* | | 1.41 826 1.52 813| * | | 0.93 805 0.91 6820_________1_________2_________3_________4_________5 Right Total Right Total


S 3

Grade 5 Math Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 50 2 1 8 5 -0.055 0.005 -10.6 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 3.77 9830 3.88 8075| | -* | 3.22 9251 3.33 8372| | -* | 2.90 8922 2.99 8535| |-* | 2.61 8866 2.66 8981| *| | 2.35 8512 2.38 8621| * | | 2.08 8729 2.08 9082| *+ | | 1.76 8584 1.74 8585| -* | | 1.11 8943 1.16 78360_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 73 2 1 8 5 -0.097 0.006 -17.5 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 3.93 9830 4.04 8075| | -* | 3.36 9251 3.50 8372| | -* | 3.00 8922 3.13 8535| | -* | 2.70 8866 2.81 8981| -* | 2.44 8512 2.53 8621| * | | 2.15 8729 2.22 9082| * | | 1.85 8584 1.88 8585| * | | 1.15 8943 1.23 78360_________1_________2_________3_________4_________5 Right Total Right Total


S 4

Grade 8 Math Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code A 170 2 1 8 5 -0.253 0.017 -14.8 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | ---* | 3.09 911 3.38 772| ---* | 2.37 954 2.74 799| ---*| | 2.07 892 2.43 828| -* | | 1.85 865 2.03 854| ---* | | 1.54 887 1.83 949| --* | | 1.17 842 1.39 862| -* | | 0.85 879 1.03 810| -* | | 0.30 865 0.42 7240_________1_________2_________3_________4_________5 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code B 156 2 1 8 745.45 93.18 0.43 2.0 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *+++| 0.97 953 0.92 777| | *+++++ | 0.94 927 0.83 778| | *+++++++ | 0.89 902 0.74 902| | *+++++++++ | 0.77 901 0.57 882| *+++++++++ | 0.61 783 0.43 825| *+++++++++ | 0.50 808 0.32 871| *++++++++ | | 0.34 823 0.18 888| *+++ | | 0.19 836 0.12 7010____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code B 170 2 1 8 5 -0.356 0.018 -20.3 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 3.48 953 3.63 777| | ---* | 3.09 927 3.38 778| | ----* | 2.70 900 3.08 900| -----* | 2.38 899 2.87 882| -----* | 2.03 779 2.54 825| ----* | | 1.71 803 2.13 866| ----* | | 1.24 813 1.62 875| ---* | | 0.61 804 0.86 6820_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code C 170 2 1 8 5 -0.241 0.019 -12.6 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 3.97 904 4.17 749| | ---* | 3.28 898 3.65 762| | ----* | 2.70 838 3.05 814| ---* | 2.23 914 2.51 834| ---* | | 1.67 815 1.96 851| --* | | 1.21 798 1.43 888| --* | | 0.71 845 0.89 847| -* | | 0.22 921 0.28 8280_________1_________2_________3_________4_________5 Right Total Right Total


S 5

Grade 8 Math Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code D 170 2 1 8 5 -0.306 0.021 -14.5 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 3.84 967 4.02 780| | ---* | 3.12 909 3.42 799| |-----* | 2.64 888 3.07 862| ----* | 2.19 842 2.64 809| ----* | | 1.72 862 2.10 899| ----* | | 1.15 787 1.60 901| --* | | 0.83 749 1.00 810| -* | | 0.32 857 0.44 6930_________1_________2_________3_________4_________5 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code E 148 2 1 8 1134.49 141.81 0.37 2.3 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *+++| 0.97 991 0.92 806| | *+++++ | 0.92 872 0.81 813| | *++++++++++ | 0.85 922 0.67 902| | *++++++++++++ | 0.78 822 0.54 796| *+++++++++++++ | 0.71 837 0.44 883| *+++++++++++++ | 0.58 786 0.33 840| *+++++++++ | | 0.43 799 0.25 914| *+++++ | | 0.26 941 0.16 7870____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code E 170 2 1 8 5 -0.122 0.018 -6.7 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | * | 4.06 991 4.14 806| | --* | 2.98 872 3.17 812| --*| | 2.19 921 2.39 902| -* | | 1.66 820 1.80 796| -* | | 1.26 835 1.42 881| * | | 1.01 783 1.04 837| -* | | 0.68 794 0.80 910| -* | | 0.33 905 0.39 7720_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code F 170 2 1 8 5 -0.206 0.019 -11.2 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 3.17 936 3.43 841| ---* | 2.45 825 2.81 823| ----* | | 1.85 910 2.18 895| ---* | | 1.34 850 1.57 792| --* | | 0.77 822 1.04 961| -* | | 0.49 804 0.62 873| * | | 0.30 775 0.32 761|* | | 0.10 824 0.12 7830_________1_________2_________3_________4_________5 Right Total Right Total


S 6

Grade 8 Math Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code G 170 2 1 8 5 -0.161 0.019 -8.3 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 4.21 918 4.44 805| | --* | 3.76 900 3.98 775| | ---* | 3.42 876 3.66 848| | ---* | 2.98 877 3.29 812| |* | 2.57 851 2.62 914| -* | | 1.93 799 2.02 846| -* | | 1.18 857 1.32 866| * | | 0.42 881 0.41 7500_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code H 170 2 1 8 5 -0.104 0.017 -6.0 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 3.13 940 3.23 766| --* | 2.27 892 2.48 759| -* | | 1.79 901 1.92 875| --* | | 1.34 857 1.48 813| --* | | 0.85 858 1.02 959| -* | | 0.53 856 0.61 872| * | | 0.26 820 0.28 867|* | | 0.10 822 0.09 6580_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code I 170 2 1 8 5 -0.098 0.018 -5.5 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 3.29 990 3.45 823| --* | 2.35 889 2.53 840| --* | | 1.75 866 1.90 859| * | | 1.25 873 1.32 853| * | | 0.90 810 0.94 849| -* | | 0.49 840 0.58 926| * | | 0.27 808 0.33 869|* | | 0.11 810 0.12 7010_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code J 170 2 1 8 5 -0.336 0.019 -17.6 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 3.93 970 4.12 737| | ---* | 3.28 876 3.64 801| | ------* | 2.83 849 3.38 837| ----* | 2.35 869 2.83 908| ------* | | 1.63 854 2.17 930| ----* | | 1.22 799 1.55 878| --* | | 0.73 818 0.86 790| -* | | 0.28 893 0.40 7260_________1_________2_________3_________4_________5 Right Total Right Total


S 7

Grade 8 Math Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 50 2 1 8 5 -0.217 0.005 -41.7 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | ---* | 3.02 9480 3.30 7856| ---*| | 2.08 8943 2.37 7951| --* | | 1.57 8849 1.82 8630| --* | | 1.19 8679 1.44 8360| ---* | | 0.93 8396 1.15 9031| -* | | 0.76 8145 0.93 8787| -* | | 0.60 8222 0.74 8463| -* | | 0.37 8875 0.48 75050_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 73 2 1 8 5 -0.092 0.006 -14.2 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 4.08 9480 4.22 7856| | --* | 2.99 8943 3.18 7951| --*| | 2.22 8849 2.36 8630| * | | 1.66 8679 1.74 8360| * | | 1.19 8396 1.24 9031| -* | | 0.82 8145 0.87 8787| -* | | 0.53 8222 0.56 8463| -* | | 0.20 8875 0.25 75050_________1_________2_________3_________4_________5 Right Total Right Total


S 8

Grade 11 Math Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code A 180 2 1 8 5 -0.097 0.018 -5.4 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 3.81 762 4.03 669| | -* | 3.32 708 3.42 688| | -* | 2.83 728 2.85 768| * | | 2.11 710 2.12 698| * | | 1.52 636 1.51 764| * | | 1.08 685 1.13 714| --* | | 0.73 733 0.89 731| --* | | 0.32 755 0.51 6220_________1_________2_________3_________4_________5 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code B 160 2 1 8 457.21 57.15 0.53 1.5 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *+ | 0.96 749 0.93 613| | *++++ | 0.89 741 0.82 757| | *++++++ | 0.80 684 0.67 700| |*++++++++ | 0.68 663 0.51 665| *++++++++ | 0.57 715 0.40 768| *++++++++++ | | 0.42 667 0.21 714| *+++++ | | 0.25 695 0.16 764| *+ | | 0.22 756 0.19 6370____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code B 180 2 1 8 5 -0.182 0.020 -8.9 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 4.01 749 4.14 613| | ---* | 3.51 740 3.84 756| | ----* | 2.89 683 3.27 697| --* | | 2.08 661 2.27 662| ---* | | 1.07 710 1.43 762| * | | 0.66 663 0.68 707| * | | 0.30 690 0.32 749|* | | 0.08 732 0.10 6210_________1_________2_________3_________4_________5 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code C 169 2 1 8 919.87 114.98 0.44 1.9 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *+++++++++++ | 0.84 748 0.62 579| *+++++++++++ | 0.63 701 0.43 665| *++++++++++++++ | 0.53 637 0.25 707| *+++++++++ | | 0.40 700 0.22 716| *+++++++++ | | 0.36 628 0.18 665| *++++ | | 0.27 708 0.19 726| *+++++ | | 0.28 615 0.17 698| *++ | | 0.22 724 0.18 6170____1____2____3____4____5____6____7____8____9____0 Right Total Right Total


S 9

Grade 11 Math Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code F 180 2 1 8 5 -0.344 0.023 -15.2 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -----* | 3.35 771 3.75 609| | ---* | 2.77 762 3.06 737| ----* | 2.21 647 2.63 691| ----* | | 1.77 699 2.18 722| -----* | | 1.27 670 1.84 738| ---* | | 0.88 685 1.24 739| --* | | 0.53 675 0.72 716| -* | | 0.18 736 0.29 5650_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code H 180 2 1 8 5 -0.120 0.016 -7.7 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| --* | | 2.13 778 2.30 598| --* | | 1.16 649 1.35 701| --* | | 0.81 633 1.01 688| -* | | 0.65 725 0.75 710| -* | | 0.53 698 0.62 739| -* | | 0.42 678 0.48 757| -* | | 0.29 690 0.38 683|-* | | 0.10 655 0.16 5640_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code I 180 2 1 8 5 0.087 0.016 5.5 C+0_________1_________2_________3_________4_________5 FOCAL REFERENCE| *++| | 2.43 787 2.23 645| *+ | | 1.42 755 1.34 716| *+ | | 1.08 733 1.01 722| *+ | | 0.90 667 0.80 720| *+ | | 0.71 636 0.64 718| *+ | | 0.51 623 0.42 661| * | | 0.31 666 0.28 677|* | | 0.12 688 0.10 6420_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 25 2 1 8 5 -0.076 0.006 -12.3 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 3.51 7715 3.65 6258| | --* | 2.79 7277 2.98 7049| --* | | 1.93 6934 2.11 7122| -* | | 1.16 6867 1.27 7180| * | | 0.68 6542 0.72 7315| * | | 0.38 6773 0.35 7294| * | | 0.19 6819 0.17 6991*+ | | 0.06 7453 0.04 62870_________1_________2_________3_________4_________5 Right Total Right Total


S 10

Grade 11 Math Items

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code W 27 2 1 8 3513.46 439.18 0.50 1.6 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | * 0.99 7715 0.99 6258| | *+| 0.98 7277 0.96 7049| | *++ | 0.95 6934 0.91 7122| | *+++++ | 0.90 6867 0.80 7180| | *+++++++ | 0.81 6542 0.66 7315| |*++++++++ | 0.69 6773 0.51 7294| *++++++++ | 0.54 6819 0.37 6991| *+++++++ | | 0.38 7453 0.25 62870____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 50 2 1 8 5 -0.161 0.005 -30.7 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | -* | 3.14 7715 3.17 6258| --*| | 2.24 7277 2.41 7049| --* | | 1.70 6934 1.94 7122| --* | | 1.36 6867 1.57 7180| --* | | 1.10 6542 1.28 7315| --* | | 0.89 6773 1.05 7294| -* | | 0.68 6819 0.85 6991| --* | | 0.33 7453 0.47 62870_________1_________2_________3_________4_________5 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 73 2 1 8 5 -0.292 0.006 -50.1 C-0_________1_________2_________3_________4_________5 FOCAL REFERENCE| | --* | 3.59 7715 3.83 6258| | ----* | 2.72 7277 3.07 7049| ----* | 2.35 6934 2.67 7122| ---*| | 2.08 6867 2.39 7180| ----* | | 1.84 6542 2.15 7315| ---* | | 1.61 6773 1.89 7294| ---* | | 1.23 6819 1.54 6991| --* | | 0.55 7453 0.78 62870_________1_________2_________3_________4_________5 Right Total Right Total

Appendix T: 2001 PSSA DIF AnalysisMultiple Choice Reading Items

Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 A 159 2 1 8 57.46 7.18 0.93 0.2 A+5 A 160 2 1 8 16.67 2.08 0.99 0.0 A+5 A 161 2 1 8 98.49 12.31 1.17 -0.4 A-5 A 162 2 1 8 37.23 4.65 1.16 -0.4 A-5 A 163 2 1 8 15.71 1.96 1.04 -0.1 A-5 A 164 2 1 8 136.37 17.05 1.29 -0.6 A-5 A 166 2 1 8 113.11 14.14 1.54 -1.0 B-5 A 167 2 1 8 48.92 6.12 0.93 0.2 A+5 A 168 2 1 8 227.49 28.44 0.65 1.0 B+5 A 169 2 1 8 49.53 6.19 0.83 0.4 A+5 A 170 2 1 8 66.97 8.37 0.78 0.6 A+5 A 171 2 1 8 32.30 4.04 1.06 -0.1 A-5 A 172 2 1 8 57.28 7.16 0.87 0.3 A+5 A 173 2 1 8 31.21 3.90 1.15 -0.3 A-5 A 174 2 1 8 26.01 3.25 0.89 0.3 A+5 A 175 2 1 8 123.24 15.41 0.77 0.6 A+5 A 176 2 1 8 22.15 2.77 1.05 -0.1 A-5 A 177 2 1 8 7.06 0.88 0.96 0.1 A+5 A 178 2 1 8 24.51 3.06 0.99 0.0 A+5 A 179 2 1 8 57.91 7.24 1.23 -0.5 A-5 A 180 2 1 8 30.67 3.83 0.92 0.2 A+5 A 181 2 1 8 41.99 5.25 0.91 0.2 A+5 A 182 2 1 8 15.09 1.89 0.97 0.1 A+5 A 183 2 1 8 10.28 1.28 0.95 0.1 A+5 A 184 2 1 8 48.28 6.03 0.91 0.2 A+5 B 159 2 1 8 49.79 6.22 1.29 -0.6 A-5 B 160 2 1 8 126.09 15.76 0.77 0.6 A+5 B 161 2 1 8 35.44 4.43 1.06 -0.1 A-5 B 162 2 1 8 17.29 2.16 0.99 0.0 A+5 B 163 2 1 8 24.61 3.08 0.83 0.4 A+5 B 165 2 1 8 108.97 13.62 0.83 0.4 A+5 B 166 2 1 8 23.94 2.99 1.01 0.0 A-5 B 167 2 1 8 82.61 10.33 1.48 -0.9 A-5 B 168 2 1 8 40.56 5.07 0.82 0.5 A+5 B 169 2 1 8 45.45 5.68 1.08 -0.2 A-5 B 170 2 1 8 109.47 13.68 0.73 0.7 A+5 B 171 2 1 8 21.58 2.70 0.96 0.1 A+5 B 172 2 1 8 13.35 1.67 0.94 0.1 A+5 B 173 2 1 8 17.14 2.14 1.11 -0.2 A-5 B 174 2 1 8 91.24 11.41 0.76 0.6 A+5 B 175 2 1 8 73.83 9.23 0.88 0.3 A+5 B 176 2 1 8 24.27 3.03 1.06 -0.1 A-5 B 178 2 1 8 30.40 3.80 0.88 0.3 A+5 B 179 2 1 8 52.13 6.52 1.13 -0.3 A-5 B 180 2 1 8 16.49 2.06 1.08 -0.2 A-5 B 181 2 1 8 36.79 4.60 0.94 0.1 A+5 B 182 2 1 8 21.07 2.63 0.97 0.1 A+5 B 183 2 1 8 60.78 7.60 0.84 0.4 A+5 B 184 2 1 8 12.26 1.53 1.01 0.0 A-

T 1


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 C 159 2 1 8 28.58 3.57 0.93 0.2 A+5 C 160 2 1 8 488.71 61.09 0.47 1.8 C+5 C 161 2 1 8 105.50 13.19 1.47 -0.9 A-5 C 162 2 1 8 21.62 2.70 0.95 0.1 A+5 C 163 2 1 8 29.17 3.65 0.88 0.3 A+5 C 164 2 1 8 18.01 2.25 0.99 0.0 A+5 C 165 2 1 8 23.91 2.99 1.13 -0.3 A-5 C 166 2 1 8 54.27 6.78 0.87 0.3 A+5 C 167 2 1 8 122.33 15.29 0.76 0.7 A+5 C 168 2 1 8 57.11 7.14 0.82 0.5 A+5 C 169 2 1 8 260.20 32.53 0.55 1.4 B+5 C 170 2 1 8 49.26 6.16 0.88 0.3 A+5 C 171 2 1 8 54.74 6.84 1.18 -0.4 A-5 C 172 2 1 8 10.00 1.25 0.94 0.1 A+5 C 173 2 1 8 12.76 1.60 0.92 0.2 A+5 C 174 2 1 8 79.69 9.96 0.80 0.5 A+5 C 175 2 1 8 7.33 0.92 1.08 -0.2 A-5 C 177 2 1 8 22.13 2.77 1.09 -0.2 A-5 C 178 2 1 8 19.16 2.39 0.92 0.2 A+5 C 179 2 1 8 40.83 5.10 1.19 -0.4 A-5 C 180 2 1 8 75.65 9.46 1.20 -0.4 A-5 C 181 2 1 8 62.54 7.82 1.19 -0.4 A-5 C 182 2 1 8 77.64 9.70 1.33 -0.7 A-5 C 184 2 1 8 15.07 1.88 0.97 0.1 A+5 D 159 2 1 8 17.04 2.13 1.02 0.0 A-5 D 160 2 1 8 27.01 3.38 1.04 -0.1 A-5 D 161 2 1 8 72.01 9.00 1.24 -0.5 A-5 D 162 2 1 8 16.55 2.07 1.05 -0.1 A-5 D 163 2 1 8 1.82 0.23 0.98 0.1 A+5 D 164 2 1 8 17.46 2.18 0.88 0.3 A+5 D 165 2 1 8 35.44 4.43 0.86 0.4 A+5 D 166 2 1 8 31.96 4.00 0.96 0.1 A+5 D 167 2 1 8 103.14 12.89 1.46 -0.9 A-5 D 168 2 1 8 51.59 6.45 1.07 -0.2 A-5 D 169 2 1 8 864.04 108.01 0.41 2.1 C+5 D 170 2 1 8 49.41 6.18 0.87 0.3 A+5 D 172 2 1 8 18.47 2.31 1.11 -0.2 A-5 D 173 2 1 8 42.75 5.34 1.13 -0.3 A-5 D 174 2 1 8 13.31 1.66 1.00 0.0 A5 D 175 2 1 8 49.67 6.21 1.20 -0.4 A-5 D 176 2 1 8 29.88 3.73 0.89 0.3 A+5 D 177 2 1 8 33.77 4.22 1.11 -0.3 A-5 D 178 2 1 8 207.27 25.91 1.39 -0.8 A-5 D 179 2 1 8 19.76 2.47 1.00 0.0 A-5 D 180 2 1 8 68.70 8.59 1.27 -0.6 A-5 D 181 2 1 8 136.17 17.02 0.75 0.7 A+5 D 182 2 1 8 10.44 1.31 0.99 0.0 A+5 D 183 2 1 8 40.86 5.11 1.18 -0.4 A-5 D 184 2 1 8 14.34 1.79 0.94 0.2 A+

T 2


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 E 159 2 1 8 45.86 5.73 0.95 0.1 A+5 E 160 2 1 8 131.32 16.41 1.46 -0.9 A-5 E 161 2 1 8 29.45 3.68 0.96 0.1 A+5 E 162 2 1 8 43.35 5.42 1.00 0.0 A+5 E 163 2 1 8 16.50 2.06 1.01 0.0 A-5 E 164 2 1 8 21.47 2.68 1.04 -0.1 A-5 E 165 2 1 8 139.80 17.48 1.45 -0.9 A-5 E 166 2 1 8 193.37 24.17 1.73 -1.3 B-5 E 167 2 1 8 138.80 17.35 0.74 0.7 A+5 E 169 2 1 8 873.56 109.20 0.39 2.2 C+5 E 170 2 1 8 64.53 8.07 1.11 -0.2 A-5 E 171 2 1 8 78.74 9.84 0.83 0.4 A+5 E 172 2 1 8 43.41 5.43 0.83 0.4 A+5 E 173 2 1 8 76.94 9.62 1.21 -0.5 A-5 E 174 2 1 8 21.17 2.65 1.10 -0.2 A-5 E 175 2 1 8 22.31 2.79 1.02 0.0 A-5 E 176 2 1 8 31.59 3.95 1.09 -0.2 A-5 E 177 2 1 8 100.75 12.59 1.27 -0.6 A-5 E 178 2 1 8 30.03 3.75 0.92 0.2 A+5 E 179 2 1 8 59.64 7.46 0.83 0.4 A+5 E 180 2 1 8 29.88 3.73 1.12 -0.3 A-5 E 181 2 1 8 56.34 7.04 1.28 -0.6 A-5 E 182 2 1 8 30.78 3.85 1.05 -0.1 A-5 E 183 2 1 8 14.86 1.86 0.98 0.1 A+5 E 184 2 1 8 27.18 3.40 0.91 0.2 A+5 F 159 2 1 8 79.13 9.89 0.81 0.5 A+5 F 160 2 1 8 45.58 5.70 1.03 -0.1 A-5 F 161 2 1 8 10.73 1.34 1.06 -0.1 A-5 F 162 2 1 8 161.99 20.25 0.77 0.6 A+5 F 163 2 1 8 20.38 2.55 1.09 -0.2 A-5 F 165 2 1 8 25.74 3.22 0.98 0.0 A+5 F 166 2 1 8 81.08 10.13 1.46 -0.9 A-5 F 167 2 1 8 44.94 5.62 1.31 -0.6 A-5 F 168 2 1 8 31.49 3.94 0.95 0.1 A+5 F 169 2 1 8 27.31 3.41 0.93 0.2 A+5 F 170 2 1 8 29.07 3.63 1.01 0.0 A-5 F 171 2 1 8 12.89 1.61 1.03 -0.1 A-5 F 172 2 1 8 153.34 19.17 0.75 0.7 A+5 F 173 2 1 8 22.00 2.75 0.99 0.0 A+5 F 174 2 1 8 16.58 2.07 1.09 -0.2 A-5 F 175 2 1 8 10.30 1.29 1.02 0.0 A-5 F 176 2 1 8 23.25 2.91 1.09 -0.2 A-5 F 177 2 1 8 167.10 20.89 1.31 -0.6 A-5 F 178 2 1 8 39.93 4.99 0.92 0.2 A+5 F 180 2 1 8 95.47 11.93 0.88 0.3 A+5 F 181 2 1 8 245.03 30.63 0.64 1.1 B+5 F 182 2 1 8 19.60 2.45 0.89 0.3 A+5 F 183 2 1 8 58.65 7.33 1.13 -0.3 A-5 F 184 2 1 8 152.75 19.09 0.67 1.0 A+

T 3


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 G 159 2 1 8 29.09 3.64 1.01 0.0 A-5 G 160 2 1 8 24.14 3.02 0.88 0.3 A+5 G 161 2 1 8 19.30 2.41 1.12 -0.3 A-5 G 162 2 1 8 170.46 21.31 0.72 0.8 A+5 G 164 2 1 8 14.80 1.85 0.93 0.2 A+5 G 165 2 1 8 119.12 14.89 1.32 -0.6 A-5 G 166 2 1 8 12.50 1.56 0.95 0.1 A+5 G 167 2 1 8 19.30 2.41 1.15 -0.3 A-5 G 168 2 1 8 132.90 16.61 0.75 0.7 A+5 G 169 2 1 8 36.12 4.51 1.05 -0.1 A-5 G 170 2 1 8 26.34 3.29 0.99 0.0 A+5 G 171 2 1 8 48.13 6.02 0.84 0.4 A+5 G 172 2 1 8 28.76 3.59 1.09 -0.2 A-5 G 173 2 1 8 31.21 3.90 1.07 -0.1 A-5 G 174 2 1 8 118.55 14.82 1.35 -0.7 A-5 G 175 2 1 8 19.08 2.38 1.03 -0.1 A-5 G 176 2 1 8 31.15 3.89 1.02 -0.1 A-5 G 177 2 1 8 35.29 4.41 0.92 0.2 A+5 G 178 2 1 8 61.70 7.71 1.14 -0.3 A-5 G 180 2 1 8 50.66 6.33 0.84 0.4 A+5 G 181 2 1 8 100.18 12.52 1.28 -0.6 A-5 G 182 2 1 8 889.03 111.13 0.37 2.3 C+5 G 183 2 1 8 52.38 6.55 1.29 -0.6 A-5 G 184 2 1 8 55.70 6.96 0.85 0.4 A+5 H 159 2 1 8 47.35 5.92 0.87 0.3 A+5 H 160 2 1 8 33.26 4.16 0.91 0.2 A+5 H 161 2 1 8 87.79 10.97 0.86 0.4 A+5 H 162 2 1 8 27.96 3.49 0.93 0.2 A+5 H 163 2 1 8 20.01 2.50 0.99 0.0 A+5 H 164 2 1 8 36.68 4.59 1.11 -0.2 A-5 H 165 2 1 8 61.90 7.74 0.82 0.5 A+5 H 166 2 1 8 12.54 1.57 1.05 -0.1 A-5 H 167 2 1 8 52.46 6.56 1.20 -0.4 A-5 H 168 2 1 8 32.47 4.06 1.00 0.0 A+5 H 169 2 1 8 16.29 2.04 1.06 -0.1 A-5 H 170 2 1 8 10.16 1.27 0.95 0.1 A+5 H 171 2 1 8 39.78 4.97 1.08 -0.2 A-5 H 172 2 1 8 51.84 6.48 1.28 -0.6 A-5 H 173 2 1 8 544.14 68.02 0.47 1.8 C+5 H 174 2 1 8 23.49 2.94 1.03 -0.1 A-5 H 175 2 1 8 26.25 3.28 0.95 0.1 A+5 H 176 2 1 8 30.90 3.86 0.90 0.2 A+5 H 177 2 1 8 58.26 7.28 1.10 -0.2 A-5 H 178 2 1 8 107.56 13.44 1.46 -0.9 A-5 H 179 2 1 8 134.70 16.84 1.36 -0.7 A-5 H 180 2 1 8 10.33 1.29 1.02 0.0 A-5 H 181 2 1 8 669.17 83.65 0.45 1.9 C+5 H 182 2 1 8 49.49 6.19 0.82 0.5 A+5 H 183 2 1 8 16.28 2.03 0.94 0.1 A+5 H 184 2 1 8 48.74 6.09 1.14 -0.3 A-

T 4


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 I 159 2 1 8 68.25 8.53 0.83 0.4 A+5 I 160 2 1 8 16.59 2.07 1.10 -0.2 A-5 I 161 2 1 8 20.51 2.56 0.91 0.2 A+5 I 162 2 1 8 120.19 15.02 0.76 0.6 A+5 I 163 2 1 8 15.44 1.93 0.98 0.0 A+5 I 164 2 1 8 6.26 0.78 1.02 0.0 A-5 I 165 2 1 8 22.54 2.82 0.94 0.1 A+5 I 166 2 1 8 110.41 13.80 1.31 -0.6 A-5 I 167 2 1 8 15.95 1.99 0.98 0.1 A+5 I 168 2 1 8 32.92 4.11 0.96 0.1 A+5 I 169 2 1 8 10.55 1.32 0.95 0.1 A+5 I 170 2 1 8 10.76 1.35 1.03 -0.1 A-5 I 171 2 1 8 68.02 8.50 0.86 0.4 A+5 I 172 2 1 8 29.00 3.63 1.02 0.0 A-5 I 173 2 1 8 23.81 2.98 1.03 -0.1 A-5 I 174 2 1 8 7.49 0.94 1.04 -0.1 A-5 I 175 2 1 8 1.61 0.20 1.02 0.0 A-5 I 176 2 1 8 53.30 6.66 1.19 -0.4 A-5 I 177 2 1 8 81.23 10.15 1.21 -0.4 A-5 I 179 2 1 8 158.66 19.83 1.57 -1.1 B-5 I 180 2 1 8 113.36 14.17 0.90 0.2 A+5 I 181 2 1 8 299.22 37.40 0.61 1.2 B+5 I 182 2 1 8 56.14 7.02 0.85 0.4 A+5 I 183 2 1 8 68.05 8.51 0.77 0.6 A+5 I 184 2 1 8 26.03 3.25 1.01 0.0 A-5 J 159 2 1 8 15.80 1.98 0.90 0.2 A+5 J 160 2 1 8 20.72 2.59 0.97 0.1 A+5 J 161 2 1 8 105.90 13.24 0.74 0.7 A+5 J 162 2 1 8 56.54 7.07 0.83 0.4 A+5 J 163 2 1 8 39.83 4.98 1.03 -0.1 A-5 J 165 2 1 8 63.26 7.91 0.81 0.5 A+5 J 166 2 1 8 22.60 2.83 1.10 -0.2 A-5 J 167 2 1 8 38.31 4.79 1.27 -0.6 A-5 J 168 2 1 8 56.50 7.06 0.97 0.1 A+5 J 169 2 1 8 35.82 4.48 1.00 0.0 A5 J 170 2 1 8 47.32 5.92 0.84 0.4 A+5 J 171 2 1 8 22.35 2.79 1.02 -0.1 A-5 J 172 2 1 8 31.53 3.94 1.24 -0.5 A-5 J 173 2 1 8 168.31 21.04 0.73 0.8 A+5 J 174 2 1 8 31.74 3.97 1.04 -0.1 A-5 J 175 2 1 8 24.54 3.07 0.97 0.1 A+5 J 176 2 1 8 26.42 3.30 0.89 0.3 A+5 J 178 2 1 8 100.17 12.52 0.83 0.4 A+5 J 179 2 1 8 12.15 1.52 1.01 0.0 A-5 J 180 2 1 8 35.63 4.45 1.32 -0.7 A-5 J 181 2 1 8 47.84 5.98 0.84 0.4 A+5 J 182 2 1 8 39.23 4.90 1.15 -0.3 A-5 J 183 2 1 8 49.06 6.13 0.83 0.4 A+5 J 184 2 1 8 15.01 1.88 0.88 0.3 A+

T 5


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 W 74 2 1 8 25.02 3.13 0.98 0.0 A+5 W 75 2 1 8 243.69 30.46 1.16 -0.3 A-5 W 76 2 1 8 188.35 23.54 0.93 0.2 A+5 W 77 2 1 8 222.09 27.76 0.89 0.3 A+5 W 78 2 1 8 513.05 64.13 1.23 -0.5 A-5 W 79 2 1 8 48.07 6.01 0.96 0.1 A+5 W 80 2 1 8 651.64 81.45 0.90 0.3 A+5 W 81 2 1 8 204.07 25.51 0.88 0.3 A+5 W 82 2 1 8 111.43 13.93 0.99 0.0 A+5 W 83 2 1 8 3807.50 475.94 0.60 1.2 B+5 W 84 2 1 8 137.28 17.16 1.08 -0.2 A-5 W 85 2 1 8 120.72 15.09 1.04 -0.1 A-5 W 86 2 1 8 296.28 37.04 1.12 -0.3 A-5 W 87 2 1 8 72.50 9.06 1.04 -0.1 A-5 W 88 2 1 8 499.18 62.40 1.22 -0.5 A-5 W 89 2 1 8 1025.95 128.24 1.28 -0.6 A-5 W 90 2 1 8 147.23 18.40 1.10 -0.2 A-5 W 91 2 1 8 109.19 13.65 1.08 -0.2 A-5 W 92 2 1 8 528.13 66.02 1.19 -0.4 A-5 W 93 2 1 8 143.63 17.95 1.09 -0.2 A-5 W 94 2 1 8 96.74 12.09 1.05 -0.1 A-5 W 95 2 1 8 1126.86 140.86 0.77 0.6 A+5 W 96 2 1 8 78.77 9.85 1.07 -0.2 A-5 W 97 2 1 8 84.99 10.62 1.08 -0.2 A-5 W 98 2 1 8 235.71 29.46 0.91 0.2 A+5 W 99 2 1 8 353.31 44.16 1.17 -0.4 A-5 W 101 2 1 8 22.75 2.84 0.97 0.1 A+5 W 102 2 1 8 117.60 14.70 0.91 0.2 A+5 W 103 2 1 8 17.21 2.15 1.03 -0.1 A-5 W 104 2 1 8 70.55 8.82 1.00 0.0 A+5 W 105 2 1 8 27.45 3.43 0.99 0.0 A+5 W 106 2 1 8 93.14 11.64 0.93 0.2 A+5 W 107 2 1 8 12.92 1.61 1.02 0.0 A-5 W 108 2 1 8 579.18 72.40 1.29 -0.6 A-5 W 109 2 1 8 565.49 70.69 1.21 -0.5 A-5 W 110 2 1 8 199.45 24.93 1.09 -0.2 A-5 W 111 2 1 8 2577.12 322.14 0.69 0.9 A+5 W 112 2 1 8 342.52 42.82 0.89 0.3 A+5 W 113 2 1 8 32.25 4.03 1.03 -0.1 A-5 W 114 2 1 8 297.22 37.15 1.01 0.0 A-5 W 115 2 1 8 447.30 55.91 0.77 0.6 A+5 W 116 2 1 8 502.49 62.81 1.19 -0.4 A-5 W 117 2 1 8 221.64 27.71 1.11 -0.2 A-5 W 118 2 1 8 69.72 8.72 1.06 -0.1 A-5 W 119 2 1 8 96.08 12.01 1.00 0.0 A+5 W 120 2 1 8 153.47 19.18 1.10 -0.2 A-5 W 121 2 1 8 105.35 13.17 1.07 -0.2 A-5 W 122 2 1 8 844.27 105.53 0.74 0.7 A+5 W 123 2 1 8 357.63 44.70 0.88 0.3 A+5 W 124 2 1 8 108.32 13.54 0.93 0.2 A+5 W 125 2 1 8 114.41 14.30 1.05 -0.1 A-5 W 126 2 1 8 1056.77 132.10 0.78 0.6 A+

T 6


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 A 179 2 1 8 17.78 2.22 1.10 -0.2 A-8 A 180 2 1 8 24.78 3.10 0.85 0.4 A+8 A 181 2 1 8 17.06 2.13 1.03 -0.1 A-8 A 182 2 1 8 80.15 10.02 0.81 0.5 A+8 A 183 2 1 8 32.06 4.01 1.10 -0.2 A-8 A 184 2 1 8 85.16 10.65 0.83 0.4 A+8 A 185 2 1 8 42.72 5.34 1.00 0.0 A8 A 186 2 1 8 41.84 5.23 1.31 -0.6 A-8 A 187 2 1 8 38.17 4.77 0.98 0.0 A+8 A 188 2 1 8 50.23 6.28 0.88 0.3 A+8 A 189 2 1 8 29.70 3.71 1.02 0.0 A-8 A 190 2 1 8 71.37 8.92 1.21 -0.4 A-8 A 191 2 1 8 15.44 1.93 0.93 0.2 A+8 A 192 2 1 8 282.51 35.31 1.61 -1.1 B-8 A 193 2 1 8 25.88 3.24 0.96 0.1 A+8 A 194 2 1 8 15.16 1.90 1.01 0.0 A-8 A 195 2 1 8 21.44 2.68 1.07 -0.2 A-8 A 196 2 1 8 34.28 4.29 1.12 -0.3 A-8 A 197 2 1 8 198.89 24.86 0.64 1.0 B+8 A 198 2 1 8 21.89 2.74 1.00 0.0 A-8 A 199 2 1 8 115.56 14.44 0.77 0.6 A+8 A 200 2 1 8 21.22 2.65 0.96 0.1 A+8 A 201 2 1 8 18.44 2.31 0.91 0.2 A+8 A 202 2 1 8 25.52 3.19 1.09 -0.2 A-8 A 203 2 1 8 17.96 2.25 0.99 0.0 A+8 A 204 2 1 8 199.19 24.90 0.63 1.1 B+8 A 205 2 1 8 5.89 0.74 0.96 0.1 A+8 A 206 2 1 8 68.16 8.52 1.21 -0.4 A-8 A 207 2 1 8 48.31 6.04 0.87 0.3 A+8 A 208 2 1 8 54.83 6.85 0.85 0.4 A+8 A 209 2 1 8 16.07 2.01 1.02 0.0 A-8 A 210 2 1 8 66.83 8.35 1.25 -0.5 A-8 A 211 2 1 8 602.08 75.26 0.54 1.5 B+8 A 212 2 1 8 28.47 3.56 1.05 -0.1 A-8 A 213 2 1 8 18.03 2.25 0.94 0.1 A+8 A 214 2 1 8 21.30 2.66 1.08 -0.2 A-

T 7


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 B 179 2 1 8 32.59 4.07 1.18 -0.4 A-8 B 180 2 1 8 289.77 36.22 0.62 1.1 B+8 B 181 2 1 8 25.41 3.18 0.88 0.3 A+8 B 182 2 1 8 26.50 3.31 1.11 -0.3 A-8 B 183 2 1 8 9.97 1.25 1.05 -0.1 A-8 B 184 2 1 8 17.22 2.15 1.15 -0.3 A-8 B 185 2 1 8 43.38 5.42 0.81 0.5 A+8 B 186 2 1 8 62.83 7.85 1.39 -0.8 A-8 B 187 2 1 8 94.83 11.85 0.80 0.5 A+8 B 188 2 1 8 30.47 3.81 1.13 -0.3 A-8 B 189 2 1 8 47.51 5.94 1.16 -0.3 A-8 B 190 2 1 8 80.62 10.08 1.38 -0.8 A-8 B 191 2 1 8 110.72 13.84 0.78 0.6 A+8 B 192 2 1 8 47.91 5.99 0.88 0.3 A+8 B 193 2 1 8 50.57 6.32 1.11 -0.2 A-8 B 194 2 1 8 99.93 12.49 1.11 -0.3 A-8 B 195 2 1 8 30.63 3.83 1.15 -0.3 A-8 B 196 2 1 8 34.20 4.27 0.92 0.2 A+8 B 197 2 1 8 12.77 1.60 0.96 0.1 A+8 B 198 2 1 8 186.20 23.28 0.71 0.8 A+8 B 199 2 1 8 20.41 2.55 0.91 0.2 A+8 B 200 2 1 8 157.92 19.74 0.62 1.1 B+8 B 201 2 1 8 27.01 3.38 0.88 0.3 A+8 B 202 2 1 8 315.07 39.38 0.62 1.1 B+8 B 203 2 1 8 20.26 2.53 0.99 0.0 A+8 B 204 2 1 8 67.91 8.49 1.19 -0.4 A-8 B 205 2 1 8 108.56 13.57 1.58 -1.1 B-8 B 206 2 1 8 47.07 5.88 1.13 -0.3 A-8 B 207 2 1 8 26.53 3.32 0.92 0.2 A+8 B 208 2 1 8 28.24 3.53 0.83 0.4 A+8 B 209 2 1 8 129.19 16.15 0.74 0.7 A+8 B 210 2 1 8 45.29 5.66 0.86 0.4 A+8 B 211 2 1 8 65.05 8.13 1.32 -0.6 A-8 B 212 2 1 8 175.22 21.90 0.71 0.8 A+8 B 213 2 1 8 183.99 23.00 1.65 -1.2 B-8 B 214 2 1 8 64.07 8.01 0.83 0.4 A+

T 8


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 C 179 2 1 8 74.30 9.29 1.25 -0.5 A-8 C 180 2 1 8 33.46 4.18 1.06 -0.1 A-8 C 181 2 1 8 56.85 7.11 1.07 -0.2 A-8 C 182 2 1 8 61.74 7.72 0.89 0.3 A+8 C 183 2 1 8 11.18 1.40 1.02 0.0 A-8 C 184 2 1 8 53.66 6.71 1.19 -0.4 A-8 C 185 2 1 8 51.94 6.49 1.20 -0.4 A-8 C 186 2 1 8 155.36 19.42 0.73 0.7 A+8 C 187 2 1 8 21.31 2.66 1.05 -0.1 A-8 C 188 2 1 8 29.99 3.75 1.12 -0.3 A-8 C 189 2 1 8 56.40 7.05 0.85 0.4 A+8 C 190 2 1 8 573.21 71.65 0.55 1.4 B+8 C 191 2 1 8 57.61 7.20 1.39 -0.8 A-8 C 192 2 1 8 16.61 2.08 1.09 -0.2 A-8 C 193 2 1 8 17.55 2.19 1.07 -0.2 A-8 C 194 2 1 8 43.91 5.49 0.98 0.0 A+8 C 195 2 1 8 112.06 14.01 1.36 -0.7 A-8 C 196 2 1 8 38.52 4.81 1.08 -0.2 A-8 C 197 2 1 8 96.51 12.06 0.72 0.8 A+8 C 198 2 1 8 179.92 22.49 0.61 1.2 B+8 C 199 2 1 8 166.28 20.78 0.61 1.2 B+8 C 200 2 1 8 75.12 9.39 1.15 -0.3 A-8 C 201 2 1 8 26.60 3.32 0.94 0.2 A+8 C 202 2 1 8 94.40 11.80 0.69 0.9 A+8 C 203 2 1 8 30.52 3.82 0.99 0.0 A+8 C 204 2 1 8 35.24 4.41 1.05 -0.1 A-8 C 205 2 1 8 16.07 2.01 0.94 0.2 A+8 C 206 2 1 8 40.39 5.05 1.04 -0.1 A-8 C 207 2 1 8 65.56 8.19 0.77 0.6 A+8 C 208 2 1 8 37.59 4.70 1.01 0.0 A-8 C 209 2 1 8 54.56 6.82 0.82 0.5 A+8 C 210 2 1 8 27.40 3.43 0.99 0.0 A+8 C 211 2 1 8 41.97 5.25 0.84 0.4 A+8 C 212 2 1 8 56.49 7.06 1.23 -0.5 A-8 C 213 2 1 8 42.25 5.28 0.80 0.5 A+8 C 214 2 1 8 61.80 7.73 0.86 0.4 A+

T 9


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 D 179 2 1 8 82.78 10.35 1.26 -0.5 A-8 D 180 2 1 8 128.94 16.12 1.38 -0.8 A-8 D 181 2 1 8 154.73 19.34 0.65 1.0 B+8 D 182 2 1 8 131.94 16.49 0.71 0.8 A+8 D 183 2 1 8 7.89 0.99 1.02 0.0 A-8 D 184 2 1 8 65.56 8.19 0.83 0.4 A+8 D 185 2 1 8 83.66 10.46 1.28 -0.6 A-8 D 186 2 1 8 40.26 5.03 1.22 -0.5 A-8 D 187 2 1 8 37.53 4.69 1.01 0.0 A-8 D 188 2 1 8 29.23 3.65 1.08 -0.2 A-8 D 189 2 1 8 28.33 3.54 1.02 -0.1 A-8 D 190 2 1 8 45.00 5.63 1.20 -0.4 A-8 D 191 2 1 8 50.98 6.37 0.77 0.6 A+8 D 192 2 1 8 28.43 3.55 0.86 0.3 A+8 D 193 2 1 8 6.81 0.85 1.01 0.0 A-8 D 194 2 1 8 51.63 6.45 1.10 -0.2 A-8 D 195 2 1 8 94.73 11.84 1.04 -0.1 A-8 D 196 2 1 8 33.80 4.22 0.87 0.3 A+8 D 197 2 1 8 29.47 3.68 1.02 -0.1 A-8 D 198 2 1 8 163.28 20.41 0.68 0.9 A+8 D 199 2 1 8 12.23 1.53 0.97 0.1 A+8 D 200 2 1 8 71.93 8.99 1.04 -0.1 A-8 D 201 2 1 8 254.47 31.81 0.62 1.1 B+8 D 202 2 1 8 76.01 9.50 0.78 0.6 A+8 D 203 2 1 8 38.77 4.85 0.80 0.5 A+8 D 204 2 1 8 16.41 2.05 1.13 -0.3 A-8 D 205 2 1 8 61.31 7.66 0.84 0.4 A+8 D 206 2 1 8 27.96 3.50 0.97 0.1 A+8 D 207 2 1 8 49.89 6.24 0.97 0.1 A+8 D 208 2 1 8 51.01 6.38 0.80 0.5 A+8 D 209 2 1 8 97.62 12.20 0.76 0.7 A+8 D 210 2 1 8 928.86 116.11 0.34 2.5 C+8 D 211 2 1 8 49.43 6.18 0.80 0.5 A+8 D 212 2 1 8 34.06 4.26 0.91 0.2 A+8 D 213 2 1 8 171.43 21.43 1.78 -1.4 B-8 D 214 2 1 8 105.68 13.21 1.28 -0.6 A-

T 10


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 E 179 2 1 8 23.00 2.87 1.02 -0.1 A-8 E 180 2 1 8 27.89 3.49 0.87 0.3 A+8 E 181 2 1 8 92.86 11.61 0.74 0.7 A+8 E 182 2 1 8 183.06 22.88 0.72 0.8 A+8 E 183 2 1 8 78.31 9.79 0.85 0.4 A+8 E 184 2 1 8 51.03 6.38 0.85 0.4 A+8 E 185 2 1 8 35.34 4.42 0.84 0.4 A+8 E 186 2 1 8 9.53 1.19 0.95 0.1 A+8 E 187 2 1 8 71.73 8.97 1.30 -0.6 A-8 E 188 2 1 8 31.14 3.89 0.85 0.4 A+8 E 189 2 1 8 33.92 4.24 1.17 -0.4 A-8 E 190 2 1 8 1315.17 164.40 0.39 2.2 C+8 E 191 2 1 8 13.35 1.67 0.90 0.2 A+8 E 192 2 1 8 52.34 6.54 0.90 0.2 A+8 E 193 2 1 8 13.77 1.72 0.97 0.1 A+8 E 194 2 1 8 21.61 2.70 1.05 -0.1 A-8 E 195 2 1 8 115.82 14.48 0.76 0.7 A+8 E 196 2 1 8 16.47 2.06 1.03 -0.1 A-8 E 197 2 1 8 63.03 7.88 0.88 0.3 A+8 E 198 2 1 8 86.64 10.83 1.20 -0.4 A-8 E 199 2 1 8 235.05 29.38 0.67 0.9 A+8 E 200 2 1 8 13.85 1.73 0.92 0.2 A+8 E 201 2 1 8 141.27 17.66 0.67 0.9 A+8 E 202 2 1 8 39.08 4.88 0.86 0.3 A+8 E 203 2 1 8 28.17 3.52 0.92 0.2 A+8 E 204 2 1 8 192.27 24.03 0.65 1.0 B+8 E 205 2 1 8 32.85 4.11 0.88 0.3 A+8 E 206 2 1 8 47.71 5.96 0.86 0.4 A+8 E 207 2 1 8 22.55 2.82 1.02 0.0 A-8 E 208 2 1 8 12.05 1.51 1.05 -0.1 A-8 E 209 2 1 8 202.73 25.34 0.70 0.8 A+8 E 210 2 1 8 17.39 2.17 0.93 0.2 A+8 E 211 2 1 8 25.22 3.15 0.89 0.3 A+8 E 212 2 1 8 65.67 8.21 1.22 -0.5 A-8 E 213 2 1 8 19.16 2.40 0.97 0.1 A+8 E 214 2 1 8 32.10 4.01 0.98 0.0 A+

T 11


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 F 179 2 1 8 14.68 1.83 0.91 0.2 A+8 F 180 2 1 8 131.29 16.41 0.64 1.0 B+8 F 181 2 1 8 23.68 2.96 1.08 -0.2 A-8 F 182 2 1 8 21.33 2.67 0.97 0.1 A+8 F 183 2 1 8 93.48 11.69 0.76 0.6 A+8 F 184 2 1 8 20.20 2.52 1.04 -0.1 A-8 F 185 2 1 8 25.19 3.15 0.95 0.1 A+8 F 186 2 1 8 129.87 16.23 0.77 0.6 A+8 F 187 2 1 8 25.46 3.18 1.05 -0.1 A-8 F 188 2 1 8 79.51 9.94 0.73 0.7 A+8 F 189 2 1 8 35.02 4.38 1.01 0.0 A-8 F 190 2 1 8 137.26 17.16 1.51 -1.0 A-8 F 191 2 1 8 23.06 2.88 1.16 -0.4 A-8 F 192 2 1 8 90.90 11.36 0.79 0.6 A+8 F 193 2 1 8 126.72 15.84 0.68 0.9 A+8 F 194 2 1 8 146.37 18.30 0.75 0.7 A+8 F 195 2 1 8 17.60 2.20 0.88 0.3 A+8 F 196 2 1 8 99.36 12.42 0.67 0.9 A+8 F 197 2 1 8 19.28 2.41 1.14 -0.3 A-8 F 198 2 1 8 9.18 1.15 0.94 0.1 A+8 F 199 2 1 8 17.70 2.21 1.04 -0.1 A-8 F 200 2 1 8 57.95 7.24 0.82 0.5 A+8 F 201 2 1 8 49.46 6.18 1.28 -0.6 A-8 F 202 2 1 8 118.40 14.80 0.82 0.5 A+8 F 203 2 1 8 22.61 2.83 1.09 -0.2 A-8 F 204 2 1 8 46.32 5.79 1.29 -0.6 A-8 F 205 2 1 8 19.86 2.48 1.00 0.0 A+8 F 206 2 1 8 64.54 8.07 0.87 0.3 A+8 F 207 2 1 8 43.14 5.39 1.11 -0.2 A-8 F 208 2 1 8 125.48 15.68 1.30 -0.6 A-8 F 209 2 1 8 8.04 1.01 1.00 0.0 A+8 F 210 2 1 8 352.87 44.11 1.74 -1.3 B-8 F 211 2 1 8 22.54 2.82 0.96 0.1 A+8 F 212 2 1 8 4.43 0.55 1.00 0.0 A-8 F 213 2 1 8 13.85 1.73 1.04 -0.1 A-8 F 214 2 1 8 20.15 2.52 1.10 -0.2 A-

T 12


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 G 179 2 1 8 57.86 7.23 0.87 0.3 A+8 G 180 2 1 8 23.59 2.95 0.94 0.1 A+8 G 181 2 1 8 138.44 17.31 0.68 0.9 A+8 G 182 2 1 8 232.59 29.07 0.69 0.9 A+8 G 183 2 1 8 77.04 9.63 0.77 0.6 A+8 G 184 2 1 8 36.70 4.59 1.15 -0.3 A-8 G 185 2 1 8 48.92 6.11 0.84 0.4 A+8 G 186 2 1 8 103.28 12.91 0.65 1.0 B+8 G 187 2 1 8 10.74 1.34 0.97 0.1 A+8 G 188 2 1 8 8.20 1.03 0.95 0.1 A+8 G 189 2 1 8 181.82 22.73 0.71 0.8 A+8 G 190 2 1 8 80.65 10.08 0.82 0.5 A+8 G 191 2 1 8 499.74 62.47 0.57 1.3 B+8 G 192 2 1 8 573.86 71.73 0.42 2.0 C+8 G 193 2 1 8 125.40 15.68 0.70 0.8 A+8 G 194 2 1 8 232.86 29.11 0.69 0.9 A+8 G 195 2 1 8 22.40 2.80 1.00 0.0 A-8 G 196 2 1 8 66.83 8.35 0.70 0.8 A+8 G 197 2 1 8 64.08 8.01 1.33 -0.7 A-8 G 198 2 1 8 211.33 26.42 0.70 0.9 A+8 G 199 2 1 8 14.84 1.86 1.06 -0.1 A-8 G 200 2 1 8 27.69 3.46 1.10 -0.2 A-8 G 201 2 1 8 28.01 3.50 1.04 -0.1 A-8 G 202 2 1 8 41.67 5.21 1.19 -0.4 A-8 G 203 2 1 8 45.69 5.71 1.10 -0.2 A-8 G 204 2 1 8 102.99 12.87 1.40 -0.8 A-8 G 205 2 1 8 58.37 7.30 0.83 0.4 A+8 G 206 2 1 8 35.33 4.42 1.08 -0.2 A-8 G 207 2 1 8 77.93 9.74 1.21 -0.4 A-8 G 208 2 1 8 60.50 7.56 1.36 -0.7 A-8 G 209 2 1 8 96.13 12.02 0.88 0.3 A+8 G 210 2 1 8 19.79 2.47 0.86 0.3 A+8 G 211 2 1 8 44.22 5.53 1.14 -0.3 A-8 G 212 2 1 8 117.62 14.70 1.27 -0.6 A-8 G 213 2 1 8 35.53 4.44 1.13 -0.3 A-8 G 214 2 1 8 28.48 3.56 0.96 0.1 A+

T 13


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 H 179 2 1 8 20.48 2.56 1.08 -0.2 A-8 H 180 2 1 8 84.80 10.60 0.72 0.8 A+8 H 181 2 1 8 346.51 43.31 0.49 1.7 C+8 H 182 2 1 8 314.58 39.32 0.52 1.6 C+8 H 183 2 1 8 295.86 36.98 0.66 1.0 A+8 H 184 2 1 8 49.43 6.18 1.17 -0.4 A-8 H 185 2 1 8 11.44 1.43 0.91 0.2 A+8 H 186 2 1 8 16.18 2.02 0.97 0.1 A+8 H 187 2 1 8 33.32 4.16 0.86 0.3 A+8 H 188 2 1 8 197.06 24.63 1.39 -0.8 A-8 H 189 2 1 8 22.04 2.75 0.99 0.0 A+8 H 190 2 1 8 41.93 5.24 0.93 0.2 A+8 H 191 2 1 8 65.57 8.20 0.81 0.5 A+8 H 192 2 1 8 136.75 17.09 0.72 0.8 A+8 H 193 2 1 8 24.23 3.03 0.89 0.3 A+8 H 194 2 1 8 17.29 2.16 1.05 -0.1 A-8 H 195 2 1 8 14.01 1.75 1.01 0.0 A-8 H 196 2 1 8 40.59 5.07 0.90 0.3 A+8 H 197 2 1 8 203.97 25.50 1.43 -0.8 A-8 H 198 2 1 8 42.32 5.29 1.07 -0.2 A-8 H 199 2 1 8 3.46 0.43 0.95 0.1 A+8 H 200 2 1 8 26.85 3.36 0.94 0.1 A+8 H 201 2 1 8 29.70 3.71 1.06 -0.1 A-8 H 202 2 1 8 15.47 1.93 1.10 -0.2 A-8 H 203 2 1 8 212.09 26.51 1.33 -0.7 A-8 H 204 2 1 8 77.84 9.73 0.80 0.5 A+8 H 205 2 1 8 15.09 1.89 1.04 -0.1 A-8 H 206 2 1 8 8.74 1.09 1.05 -0.1 A-8 H 207 2 1 8 29.32 3.66 0.95 0.1 A+8 H 208 2 1 8 391.06 48.88 0.60 1.2 B+8 H 209 2 1 8 86.84 10.86 1.49 -0.9 A-8 H 210 2 1 8 22.19 2.77 1.08 -0.2 A-8 H 211 2 1 8 26.18 3.27 1.11 -0.2 A-8 H 212 2 1 8 37.68 4.71 1.04 -0.1 A-8 H 213 2 1 8 137.68 17.21 1.31 -0.6 A-8 H 214 2 1 8 97.03 12.13 1.25 -0.5 A-

T 14


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 I 179 2 1 8 127.42 15.93 0.71 0.8 A+8 I 180 2 1 8 19.58 2.45 0.89 0.3 A+8 I 181 2 1 8 44.29 5.54 0.86 0.3 A+8 I 182 2 1 8 12.94 1.62 1.03 -0.1 A-8 I 183 2 1 8 27.81 3.48 0.91 0.2 A+8 I 184 2 1 8 47.88 5.98 1.14 -0.3 A-8 I 185 2 1 8 45.64 5.70 0.92 0.2 A+8 I 186 2 1 8 221.27 27.66 0.60 1.2 B+8 I 187 2 1 8 5.81 0.73 1.01 0.0 A-8 I 188 2 1 8 90.37 11.30 1.24 -0.5 A-8 I 189 2 1 8 40.91 5.11 0.86 0.4 A+8 I 190 2 1 8 83.86 10.48 0.81 0.5 A+8 I 191 2 1 8 9.03 1.13 1.05 -0.1 A-8 I 192 2 1 8 30.46 3.81 1.06 -0.1 A-8 I 193 2 1 8 470.68 58.84 0.58 1.3 B+8 I 194 2 1 8 18.16 2.27 1.03 -0.1 A-8 I 195 2 1 8 44.24 5.53 0.87 0.3 A+8 I 196 2 1 8 16.68 2.08 1.07 -0.2 A-8 I 197 2 1 8 187.41 23.43 1.35 -0.7 A-8 I 198 2 1 8 154.16 19.27 1.41 -0.8 A-8 I 199 2 1 8 236.51 29.56 0.62 1.1 B+8 I 200 2 1 8 60.52 7.57 0.78 0.6 A+8 I 201 2 1 8 49.71 6.21 1.14 -0.3 A-8 I 202 2 1 8 95.49 11.94 0.80 0.5 A+8 I 203 2 1 8 45.98 5.75 1.18 -0.4 A-8 I 204 2 1 8 56.45 7.06 1.30 -0.6 A-8 I 205 2 1 8 19.15 2.39 0.98 0.0 A+8 I 206 2 1 8 42.34 5.29 1.03 -0.1 A-8 I 207 2 1 8 14.47 1.81 0.97 0.1 A+8 I 208 2 1 8 38.17 4.77 1.23 -0.5 A-8 I 209 2 1 8 85.80 10.72 0.76 0.6 A+8 I 210 2 1 8 18.46 2.31 0.91 0.2 A+8 I 211 2 1 8 26.70 3.34 1.04 -0.1 A-8 I 212 2 1 8 37.49 4.69 1.10 -0.2 A-8 I 213 2 1 8 93.97 11.75 1.10 -0.2 A-8 I 214 2 1 8 68.00 8.50 0.82 0.5 A+

T 15


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 J 179 2 1 8 39.39 4.92 0.94 0.2 A+8 J 180 2 1 8 223.62 27.95 0.68 0.9 A+8 J 181 2 1 8 39.19 4.90 0.94 0.2 A+8 J 182 2 1 8 207.51 25.94 0.59 1.3 B+8 J 183 2 1 8 14.14 1.77 0.91 0.2 A+8 J 184 2 1 8 324.07 40.51 0.62 1.1 B+8 J 185 2 1 8 34.71 4.34 0.93 0.2 A+8 J 186 2 1 8 77.24 9.66 1.22 -0.5 A-8 J 187 2 1 8 76.66 9.58 1.49 -0.9 A-8 J 188 2 1 8 18.01 2.25 1.09 -0.2 A-8 J 189 2 1 8 23.69 2.96 0.95 0.1 A+8 J 190 2 1 8 10.62 1.33 0.90 0.3 A+8 J 191 2 1 8 161.17 20.15 0.72 0.8 A+8 J 192 2 1 8 42.85 5.36 0.86 0.3 A+8 J 193 2 1 8 42.26 5.28 1.16 -0.3 A-8 J 194 2 1 8 187.36 23.42 0.72 0.8 A+8 J 195 2 1 8 203.40 25.42 1.57 -1.1 B-8 J 196 2 1 8 57.63 7.20 0.86 0.4 A+8 J 197 2 1 8 38.49 4.81 1.06 -0.1 A-8 J 198 2 1 8 55.13 6.89 0.84 0.4 A+8 J 199 2 1 8 160.84 20.11 0.71 0.8 A+8 J 200 2 1 8 191.61 23.95 0.71 0.8 A+8 J 201 2 1 8 84.52 10.56 0.82 0.5 A+8 J 202 2 1 8 46.62 5.83 0.83 0.4 A+8 J 203 2 1 8 19.09 2.39 0.93 0.2 A+8 J 204 2 1 8 48.51 6.06 0.89 0.3 A+8 J 205 2 1 8 110.76 13.84 1.39 -0.8 A-8 J 206 2 1 8 19.08 2.39 0.89 0.3 A+8 J 207 2 1 8 81.11 10.14 1.34 -0.7 A-8 J 208 2 1 8 1471.17 183.90 0.37 2.4 C+8 J 209 2 1 8 18.45 2.31 1.10 -0.2 A-8 J 210 2 1 8 12.24 1.53 0.94 0.1 A+8 J 211 2 1 8 19.55 2.44 0.97 0.1 A+8 J 212 2 1 8 16.02 2.00 1.04 -0.1 A-8 J 213 2 1 8 71.12 8.89 0.81 0.5 A+8 J 214 2 1 8 28.32 3.54 1.05 -0.1 A-

T 16


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 W 74 2 1 8 2139.01 267.38 1.41 -0.8 A-8 W 75 2 1 8 136.67 17.08 0.97 0.1 A+8 W 76 2 1 8 6086.68 760.84 0.54 1.4 B+8 W 77 2 1 8 228.51 28.56 0.90 0.2 A+8 W 78 2 1 8 107.34 13.42 0.97 0.1 A+8 W 79 2 1 8 217.65 27.21 0.92 0.2 A+8 W 80 2 1 8 21.57 2.70 0.99 0.0 A+8 W 81 2 1 8 85.94 10.74 1.08 -0.2 A-8 W 82 2 1 8 573.38 71.67 0.82 0.5 A+8 W 83 2 1 8 614.12 76.77 1.33 -0.7 A-8 W 84 2 1 8 311.55 38.94 1.13 -0.3 A-8 W 85 2 1 8 696.00 87.00 0.79 0.5 A+8 W 86 2 1 8 215.09 26.89 1.01 0.0 A-8 W 87 2 1 8 368.86 46.11 1.19 -0.4 A-8 W 88 2 1 8 1692.36 211.55 0.67 0.9 A+8 W 89 2 1 8 53.68 6.71 1.03 -0.1 A-8 W 90 2 1 8 363.34 45.42 1.15 -0.3 A-8 W 91 2 1 8 280.11 35.01 1.18 -0.4 A-8 W 92 2 1 8 326.24 40.78 1.12 -0.3 A-8 W 93 2 1 8 113.73 14.22 0.92 0.2 A+8 W 94 2 1 8 276.25 34.53 0.89 0.3 A+8 W 95 2 1 8 84.06 10.51 1.06 -0.1 A-8 W 96 2 1 8 833.53 104.19 1.30 -0.6 A-8 W 97 2 1 8 483.29 60.41 0.87 0.3 A+8 W 98 2 1 8 333.55 41.69 0.87 0.3 A+8 W 99 2 1 8 149.53 18.69 1.05 -0.1 A-8 W 100 2 1 8 40.08 5.01 0.99 0.0 A+8 W 101 2 1 8 104.28 13.04 1.04 -0.1 A-8 W 102 2 1 8 402.34 50.29 1.17 -0.4 A-8 W 103 2 1 8 33.84 4.23 1.02 0.0 A-8 W 104 2 1 8 43.56 5.45 1.00 0.0 A+8 W 105 2 1 8 212.46 26.56 1.03 -0.1 A-8 W 106 2 1 8 183.24 22.91 1.08 -0.2 A-8 W 107 2 1 8 295.78 36.97 1.11 -0.2 A-8 W 108 2 1 8 449.99 56.25 0.87 0.3 A+8 W 109 2 1 8 440.27 55.03 1.13 -0.3 A-8 W 111 2 1 8 259.64 32.46 0.90 0.3 A+8 W 112 2 1 8 1743.44 217.93 0.69 0.9 A+8 W 113 2 1 8 86.86 10.86 0.99 0.0 A+8 W 114 2 1 8 323.40 40.42 0.80 0.5 A+8 W 115 2 1 8 277.99 34.75 1.12 -0.3 A-8 W 116 2 1 8 110.83 13.85 0.92 0.2 A+8 W 117 2 1 8 666.94 83.37 1.18 -0.4 A-8 W 118 2 1 8 1068.94 133.62 1.28 -0.6 A-8 W 119 2 1 8 412.45 51.56 1.20 -0.4 A-8 W 120 2 1 8 1025.33 128.17 0.74 0.7 A+8 W 121 2 1 8 339.14 42.39 0.87 0.3 A+8 W 122 2 1 8 359.17 44.90 1.13 -0.3 A-8 W 123 2 1 8 470.00 58.75 1.04 -0.1 A-8 W 124 2 1 8 375.47 46.93 0.80 0.5 A+8 W 125 2 1 8 60.88 7.61 0.98 0.1 A+8 W 126 2 1 8 204.14 25.52 0.98 0.0 A+8 W 127 2 1 8 973.72 121.72 1.28 -0.6 A-

T 17


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code8 W 128 2 1 8 79.85 9.98 1.07 -0.2 A-8 W 129 2 1 8 1077.57 134.70 0.77 0.6 A+8 W 130 2 1 8 754.90 94.36 1.25 -0.5 A-8 W 131 2 1 8 96.91 12.11 1.06 -0.1 A-8 W 132 2 1 8 352.91 44.11 1.16 -0.3 A-8 W 133 2 1 8 563.62 70.45 0.84 0.4 A+8 W 134 2 1 8 798.36 99.80 1.24 -0.5 A-8 W 135 2 1 8 2374.57 296.82 1.46 -0.9 A-8 W 136 2 1 8 14.13 1.77 0.98 0.1 A+8 W 137 2 1 8 210.54 26.32 1.08 -0.2 A-8 W 138 2 1 8 1494.91 186.86 1.34 -0.7 A-8 W 139 2 1 8 174.59 21.82 1.08 -0.2 A-8 W 140 2 1 8 160.11 20.01 1.02 -0.1 A-8 W 141 2 1 8 173.38 21.67 1.06 -0.1 A-8 W 142 2 1 8 194.45 24.31 0.90 0.3 A+8 W 143 2 1 8 697.29 87.16 1.21 -0.5 A-8 W 144 2 1 8 193.44 24.18 0.88 0.3 A+8 W 145 2 1 8 210.35 26.29 1.08 -0.2 A-8 W 146 2 1 8 427.33 53.42 1.16 -0.4 A-

T 18


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 A 191 2 1 8 44.01 5.50 0.82 0.5 A+11 A 192 2 1 8 244.48 30.56 0.62 1.1 B+11 A 193 2 1 8 18.08 2.26 1.05 -0.1 A-11 A 194 2 1 8 17.21 2.15 0.91 0.2 A+11 A 195 2 1 8 65.91 8.24 0.86 0.4 A+11 A 196 2 1 8 36.90 4.61 1.07 -0.2 A-11 A 197 2 1 8 11.78 1.47 0.94 0.2 A+11 A 198 2 1 8 94.00 11.75 1.35 -0.7 A-11 A 199 2 1 8 1914.94 239.37 0.38 2.3 C+11 A 200 2 1 8 43.12 5.39 1.17 -0.4 A-11 A 201 2 1 8 10.56 1.32 1.02 0.0 A-11 A 202 2 1 8 27.27 3.41 0.94 0.1 A+11 A 203 2 1 8 13.49 1.69 1.04 -0.1 A-11 A 204 2 1 8 14.10 1.76 1.00 0.0 A+11 A 206 2 1 8 81.57 10.20 1.32 -0.7 A-11 A 207 2 1 8 16.20 2.03 1.09 -0.2 A-11 A 209 2 1 8 23.50 2.94 0.93 0.2 A+11 A 210 2 1 8 183.99 23.00 1.51 -1.0 A-11 A 212 2 1 8 94.56 11.82 0.76 0.6 A+11 A 213 2 1 8 24.95 3.12 0.89 0.3 A+11 A 214 2 1 8 118.38 14.80 1.37 -0.7 A-11 A 215 2 1 8 143.39 17.92 1.47 -0.9 A-11 A 216 2 1 8 130.31 16.29 1.53 -1.0 A-11 A 217 2 1 8 50.16 6.27 1.17 -0.4 A-11 A 218 2 1 8 70.03 8.75 1.21 -0.5 A-11 A 219 2 1 8 16.65 2.08 1.10 -0.2 A-11 A 220 2 1 8 17.34 2.17 1.06 -0.1 A-11 A 221 2 1 8 11.98 1.50 1.05 -0.1 A-11 A 222 2 1 8 81.95 10.24 1.26 -0.5 A-11 A 223 2 1 8 20.20 2.53 0.94 0.2 A+11 A 224 2 1 8 59.69 7.46 0.97 0.1 A+11 A 225 2 1 8 108.85 13.61 0.76 0.7 A+11 A 226 2 1 8 6.63 0.83 1.02 0.0 A-11 A 227 2 1 8 41.68 5.21 0.92 0.2 A+11 A 228 2 1 8 125.77 15.72 1.47 -0.9 A-

T 19


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 B 189 2 1 8 35.10 4.39 0.86 0.4 A+11 B 190 2 1 8 22.50 2.81 1.09 -0.2 A-11 B 191 2 1 8 55.36 6.92 0.82 0.5 A+11 B 192 2 1 8 142.46 17.81 1.31 -0.6 A-11 B 193 2 1 8 76.81 9.60 0.74 0.7 A+11 B 194 2 1 8 26.28 3.28 1.09 -0.2 A-11 B 195 2 1 8 18.04 2.26 0.99 0.0 A+11 B 196 2 1 8 47.55 5.94 0.90 0.3 A+11 B 197 2 1 8 30.23 3.78 0.86 0.4 A+11 B 198 2 1 8 23.98 3.00 1.06 -0.1 A-11 B 199 2 1 8 116.74 14.59 0.70 0.8 A+11 B 200 2 1 8 45.60 5.70 1.09 -0.2 A-11 B 201 2 1 8 72.50 9.06 0.71 0.8 A+11 B 202 2 1 8 16.99 2.12 0.98 0.0 A+11 B 203 2 1 8 10.21 1.28 0.99 0.0 A+11 B 204 2 1 8 277.35 34.67 0.61 1.2 B+11 B 205 2 1 8 18.11 2.26 0.93 0.2 A+11 B 206 2 1 8 147.69 18.46 0.70 0.8 A+11 B 207 2 1 8 21.16 2.65 1.09 -0.2 A-11 B 208 2 1 8 24.09 3.01 0.99 0.0 A+11 B 209 2 1 8 29.11 3.64 1.10 -0.2 A-11 B 210 2 1 8 123.93 15.49 1.15 -0.3 A-11 B 211 2 1 8 15.49 1.94 1.08 -0.2 A-11 B 212 2 1 8 46.16 5.77 1.18 -0.4 A-11 B 213 2 1 8 21.45 2.68 1.04 -0.1 A-11 B 215 2 1 8 19.74 2.47 0.95 0.1 A+11 B 216 2 1 8 38.47 4.81 1.13 -0.3 A-11 B 217 2 1 8 240.79 30.10 1.75 -1.3 B-11 B 218 2 1 8 12.60 1.57 1.05 -0.1 A-11 B 219 2 1 8 49.30 6.16 0.90 0.2 A+11 B 220 2 1 8 40.85 5.11 1.17 -0.4 A-11 B 221 2 1 8 427.50 53.44 1.73 -1.3 B-11 B 222 2 1 8 50.88 6.36 0.86 0.4 A+11 B 223 2 1 8 21.78 2.72 0.92 0.2 A+11 B 224 2 1 8 115.11 14.39 0.70 0.8 A+11 B 225 2 1 8 139.24 17.40 1.48 -0.9 A-11 B 226 2 1 8 13.90 1.74 1.10 -0.2 A-11 B 227 2 1 8 55.21 6.90 1.23 -0.5 A-11 B 228 2 1 8 253.21 31.65 1.73 -1.3 B-

T 20


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 C 189 2 1 8 8.52 1.06 1.01 0.0 A-11 C 190 2 1 8 29.55 3.69 0.99 0.0 A+11 C 191 2 1 8 82.24 10.28 0.82 0.5 A+11 C 192 2 1 8 14.62 1.83 1.04 -0.1 A-11 C 193 2 1 8 34.12 4.27 0.88 0.3 A+11 C 194 2 1 8 31.21 3.90 0.97 0.1 A+11 C 195 2 1 8 4.98 0.62 0.94 0.1 A+11 C 196 2 1 8 7.00 0.88 0.95 0.1 A+11 C 197 2 1 8 21.57 2.70 1.06 -0.1 A-11 C 199 2 1 8 9.95 1.24 1.01 0.0 A-11 C 200 2 1 8 8.57 1.07 0.98 0.1 A+11 C 201 2 1 8 9.02 1.13 0.99 0.0 A+11 C 202 2 1 8 30.02 3.75 1.05 -0.1 A-11 C 203 2 1 8 67.12 8.39 1.18 -0.4 A-11 C 204 2 1 8 38.70 4.84 1.11 -0.2 A-11 C 205 2 1 8 176.11 22.01 0.70 0.8 A+11 C 206 2 1 8 11.31 1.41 0.90 0.2 A+11 C 207 2 1 8 21.35 2.67 0.99 0.0 A+11 C 208 2 1 8 18.14 2.27 1.09 -0.2 A-11 C 209 2 1 8 32.16 4.02 0.89 0.3 A+11 C 210 2 1 8 52.36 6.54 1.27 -0.6 A-11 C 211 2 1 8 113.41 14.18 1.13 -0.3 A-11 C 212 2 1 8 18.82 2.35 1.19 -0.4 A-11 C 213 2 1 8 62.18 7.77 0.93 0.2 A+11 C 214 2 1 8 65.44 8.18 1.25 -0.5 A-11 C 215 2 1 8 42.45 5.31 1.19 -0.4 A-11 C 216 2 1 8 67.91 8.49 1.22 -0.5 A-11 C 217 2 1 8 16.58 2.07 0.93 0.2 A+11 C 218 2 1 8 27.72 3.47 1.05 -0.1 A-11 C 219 2 1 8 63.00 7.88 1.22 -0.5 A-11 C 220 2 1 8 36.70 4.59 1.00 0.0 A-11 C 221 2 1 8 18.31 2.29 0.92 0.2 A+11 C 222 2 1 8 46.38 5.80 1.06 -0.1 A-11 C 223 2 1 8 47.09 5.89 0.81 0.5 A+11 C 225 2 1 8 60.31 7.54 1.25 -0.5 A-11 C 226 2 1 8 34.79 4.35 1.09 -0.2 A-11 C 227 2 1 8 150.34 18.79 1.50 -1.0 A-11 C 228 2 1 8 160.01 20.00 1.51 -1.0 A-

T 21


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 D 189 2 1 8 45.44 5.68 1.17 -0.4 A-11 D 190 2 1 8 28.38 3.55 0.91 0.2 A+11 D 191 2 1 8 113.35 14.17 1.30 -0.6 A-11 D 193 2 1 8 83.64 10.46 0.75 0.7 A+11 D 194 2 1 8 52.83 6.60 1.18 -0.4 A-11 D 195 2 1 8 71.92 8.99 1.31 -0.6 A-11 D 196 2 1 8 32.75 4.09 1.13 -0.3 A-11 D 197 2 1 8 49.78 6.22 0.85 0.4 A+11 D 198 2 1 8 46.04 5.75 1.27 -0.6 A-11 D 199 2 1 8 70.92 8.87 1.35 -0.7 A-11 D 200 2 1 8 36.75 4.59 0.87 0.3 A+11 D 201 2 1 8 14.38 1.80 0.92 0.2 A+11 D 202 2 1 8 72.28 9.04 0.80 0.5 A+11 D 203 2 1 8 37.94 4.74 0.96 0.1 A+11 D 204 2 1 8 53.37 6.67 0.81 0.5 A+11 D 206 2 1 8 111.66 13.96 0.77 0.6 A+11 D 207 2 1 8 30.99 3.87 1.06 -0.1 A-11 D 209 2 1 8 21.73 2.72 0.99 0.0 A+11 D 210 2 1 8 66.56 8.32 1.04 -0.1 A-11 D 211 2 1 8 273.75 34.22 0.67 0.9 A+11 D 213 2 1 8 34.24 4.28 1.13 -0.3 A-11 D 214 2 1 8 27.79 3.47 1.13 -0.3 A-11 D 215 2 1 8 149.26 18.66 1.61 -1.1 B-11 D 216 2 1 8 19.72 2.47 1.08 -0.2 A-11 D 217 2 1 8 200.43 25.05 1.42 -0.8 A-11 D 218 2 1 8 109.12 13.64 1.32 -0.6 A-11 D 219 2 1 8 71.33 8.92 1.23 -0.5 A-11 D 220 2 1 8 154.25 19.28 1.47 -0.9 A-11 D 221 2 1 8 23.63 2.95 0.94 0.1 A+11 D 223 2 1 8 32.10 4.01 1.00 0.0 A-11 D 224 2 1 8 94.04 11.76 0.85 0.4 A+11 D 225 2 1 8 15.25 1.91 0.94 0.1 A+11 D 226 2 1 8 132.93 16.62 0.73 0.7 A+

T 22


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 E 189 2 1 8 56.15 7.02 0.80 0.5 A+11 E 191 2 1 8 45.90 5.74 0.83 0.4 A+11 E 192 2 1 8 25.14 3.14 1.08 -0.2 A-11 E 193 2 1 8 26.04 3.26 0.98 0.0 A+11 E 194 2 1 8 35.13 4.39 0.99 0.0 A+11 E 195 2 1 8 135.95 16.99 0.68 0.9 A+11 E 196 2 1 8 50.81 6.35 0.95 0.1 A+11 E 197 2 1 8 86.62 10.83 1.36 -0.7 A-11 E 199 2 1 8 25.91 3.24 0.88 0.3 A+11 E 200 2 1 8 18.01 2.25 1.08 -0.2 A-11 E 201 2 1 8 47.26 5.91 0.83 0.4 A+11 E 202 2 1 8 37.47 4.68 1.06 -0.1 A-11 E 203 2 1 8 87.20 10.90 1.44 -0.9 A-11 E 204 2 1 8 26.10 3.26 1.04 -0.1 A-11 E 206 2 1 8 111.82 13.98 0.78 0.6 A+11 E 208 2 1 8 67.85 8.48 1.25 -0.5 A-11 E 209 2 1 8 55.59 6.95 1.23 -0.5 A-11 E 210 2 1 8 18.69 2.34 0.88 0.3 A+11 E 211 2 1 8 46.23 5.78 1.15 -0.3 A-11 E 212 2 1 8 34.73 4.34 1.12 -0.3 A-11 E 213 2 1 8 33.96 4.25 1.18 -0.4 A-11 E 217 2 1 8 12.33 1.54 0.96 0.1 A+11 E 218 2 1 8 102.68 12.84 1.34 -0.7 A-11 E 219 2 1 8 37.06 4.63 0.94 0.1 A+11 E 220 2 1 8 10.61 1.33 1.02 -0.1 A-11 E 221 2 1 8 21.04 2.63 1.05 -0.1 A-11 E 223 2 1 8 25.63 3.20 0.90 0.2 A+11 E 224 2 1 8 25.71 3.21 1.06 -0.1 A-11 E 225 2 1 8 105.43 13.18 1.30 -0.6 A-11 E 227 2 1 8 79.50 9.94 1.25 -0.5 A-11 E 228 2 1 8 10.06 1.26 1.04 -0.1 A-

T 23


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 F 189 2 1 8 13.64 1.71 1.09 -0.2 A-11 F 190 2 1 8 25.33 3.17 0.97 0.1 A+11 F 191 2 1 8 23.19 2.90 1.18 -0.4 A-11 F 193 2 1 8 98.66 12.33 0.69 0.9 A+11 F 194 2 1 8 17.12 2.14 0.94 0.1 A+11 F 195 2 1 8 128.34 16.04 1.38 -0.7 A-11 F 196 2 1 8 9.65 1.21 0.99 0.0 A+11 F 197 2 1 8 117.24 14.65 1.35 -0.7 A-11 F 198 2 1 8 16.89 2.11 0.99 0.0 A+11 F 199 2 1 8 7.15 0.89 1.02 0.0 A-11 F 200 2 1 8 46.79 5.85 0.89 0.3 A+11 F 201 2 1 8 36.07 4.51 1.13 -0.3 A-11 F 203 2 1 8 77.45 9.68 1.15 -0.3 A-11 F 204 2 1 8 42.94 5.37 0.95 0.1 A+11 F 205 2 1 8 141.09 17.64 0.72 0.8 A+11 F 206 2 1 8 82.70 10.34 1.06 -0.1 A-11 F 207 2 1 8 30.78 3.85 0.88 0.3 A+11 F 208 2 1 8 35.59 4.45 1.08 -0.2 A-11 F 209 2 1 8 240.27 30.03 0.62 1.1 B+11 F 210 2 1 8 12.40 1.55 1.09 -0.2 A-11 F 211 2 1 8 13.38 1.67 1.06 -0.1 A-11 F 212 2 1 8 95.09 11.89 1.27 -0.6 A-11 F 213 2 1 8 53.55 6.69 1.23 -0.5 A-11 F 214 2 1 8 39.43 4.93 1.22 -0.5 A-11 F 215 2 1 8 20.20 2.52 0.99 0.0 A+11 F 217 2 1 8 23.42 2.93 1.00 0.0 A+11 F 218 2 1 8 63.11 7.89 1.23 -0.5 A-11 F 219 2 1 8 40.34 5.04 1.00 0.0 A11 F 220 2 1 8 1677.73 209.72 0.40 2.2 C+11 F 221 2 1 8 44.72 5.59 1.08 -0.2 A-11 F 222 2 1 8 85.61 10.70 0.78 0.6 A+11 F 223 2 1 8 112.60 14.08 0.76 0.6 A+11 F 224 2 1 8 45.61 5.70 1.00 0.0 A11 F 225 2 1 8 41.60 5.20 1.18 -0.4 A-11 F 227 2 1 8 24.32 3.04 1.12 -0.3 A-11 F 228 2 1 8 122.33 15.29 0.72 0.8 A+

T 24


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 G 189 2 1 8 22.61 2.83 0.94 0.2 A+11 G 190 2 1 8 41.98 5.25 0.88 0.3 A+11 G 191 2 1 8 19.45 2.43 1.05 -0.1 A-11 G 192 2 1 8 38.99 4.87 0.88 0.3 A+11 G 193 2 1 8 70.49 8.81 0.81 0.5 A+11 G 194 2 1 8 32.71 4.09 0.90 0.2 A+11 G 195 2 1 8 253.01 31.63 1.45 -0.9 A-11 G 196 2 1 8 35.02 4.38 1.13 -0.3 A-11 G 197 2 1 8 125.38 15.67 1.27 -0.6 A-11 G 198 2 1 8 14.71 1.84 1.05 -0.1 A-11 G 199 2 1 8 13.02 1.63 0.93 0.2 A+11 G 200 2 1 8 74.58 9.32 1.23 -0.5 A-11 G 201 2 1 8 211.89 26.49 0.61 1.2 B+11 G 202 2 1 8 49.81 6.23 1.13 -0.3 A-11 G 203 2 1 8 36.49 4.56 1.00 0.0 A-11 G 204 2 1 8 86.31 10.79 0.79 0.6 A+11 G 205 2 1 8 185.69 23.21 0.64 1.0 B+11 G 206 2 1 8 152.20 19.03 1.55 -1.0 B-11 G 207 2 1 8 46.85 5.86 1.11 -0.2 A-11 G 208 2 1 8 312.02 39.00 0.55 1.4 B+11 G 209 2 1 8 59.61 7.45 1.18 -0.4 A-11 G 210 2 1 8 18.04 2.25 1.05 -0.1 A-11 G 211 2 1 8 32.34 4.04 1.15 -0.3 A-11 G 212 2 1 8 44.95 5.62 0.90 0.2 A+11 G 213 2 1 8 53.24 6.65 0.82 0.5 A+11 G 214 2 1 8 39.90 4.99 0.85 0.4 A+11 G 215 2 1 8 80.49 10.06 1.30 -0.6 A-11 G 216 2 1 8 96.05 12.01 0.76 0.7 A+11 G 217 2 1 8 42.64 5.33 1.27 -0.6 A-11 G 218 2 1 8 36.05 4.51 1.15 -0.3 A-11 G 219 2 1 8 87.31 10.91 1.25 -0.5 A-11 G 220 2 1 8 111.92 13.99 1.47 -0.9 A-11 G 221 2 1 8 27.54 3.44 1.17 -0.4 A-11 G 222 2 1 8 29.42 3.68 0.90 0.3 A+11 G 223 2 1 8 44.86 5.61 1.14 -0.3 A-11 G 224 2 1 8 24.39 3.05 1.08 -0.2 A-11 G 225 2 1 8 27.13 3.39 0.95 0.1 A+11 G 226 2 1 8 37.35 4.67 1.09 -0.2 A-11 G 227 2 1 8 49.59 6.20 1.21 -0.5 A-11 G 228 2 1 8 22.92 2.86 1.16 -0.4 A-

T 25


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 H 189 2 1 8 18.60 2.32 1.04 -0.1 A-11 H 190 2 1 8 315.72 39.46 1.65 -1.2 B-11 H 192 2 1 8 10.53 1.32 0.98 0.0 A+11 H 193 2 1 8 34.25 4.28 1.10 -0.2 A-11 H 194 2 1 8 19.18 2.40 1.08 -0.2 A-11 H 195 2 1 8 14.36 1.79 1.05 -0.1 A-11 H 198 2 1 8 31.82 3.98 1.00 0.0 A-11 H 199 2 1 8 59.47 7.43 1.14 -0.3 A-11 H 200 2 1 8 230.54 28.82 1.64 -1.2 B-11 H 201 2 1 8 449.46 56.18 1.75 -1.3 B-11 H 204 2 1 8 111.83 13.98 0.86 0.4 A+11 H 205 2 1 8 22.05 2.76 0.94 0.2 A+11 H 206 2 1 8 28.20 3.53 0.89 0.3 A+11 H 208 2 1 8 13.44 1.68 0.94 0.1 A+11 H 209 2 1 8 359.51 44.94 0.57 1.3 B+11 H 211 2 1 8 51.41 6.43 1.27 -0.6 A-11 H 212 2 1 8 281.24 35.16 0.59 1.2 B+11 H 213 2 1 8 66.34 8.29 1.26 -0.5 A-11 H 214 2 1 8 10.21 1.28 1.08 -0.2 A-11 H 215 2 1 8 38.07 4.76 1.01 0.0 A-11 H 216 2 1 8 70.57 8.82 0.79 0.6 A+11 H 217 2 1 8 151.05 18.88 0.71 0.8 A+11 H 218 2 1 8 19.26 2.41 0.97 0.1 A+11 H 219 2 1 8 112.74 14.09 0.71 0.8 A+11 H 220 2 1 8 27.24 3.41 0.85 0.4 A+11 H 221 2 1 8 41.13 5.14 0.83 0.4 A+11 H 222 2 1 8 246.46 30.81 0.59 1.2 B+11 H 223 2 1 8 8.90 1.11 0.97 0.1 A+11 H 224 2 1 8 14.09 1.76 1.04 -0.1 A-11 H 225 2 1 8 35.53 4.44 1.16 -0.4 A-11 H 227 2 1 8 14.51 1.81 1.06 -0.1 A-11 H 228 2 1 8 62.26 7.78 1.10 -0.2 A-

T 26


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 I 189 2 1 8 19.11 2.39 0.90 0.3 A+11 I 190 2 1 8 200.48 25.06 1.43 -0.8 A-11 I 192 2 1 8 172.38 21.55 0.68 0.9 A+11 I 193 2 1 8 31.59 3.95 0.89 0.3 A+11 I 194 2 1 8 38.98 4.87 1.14 -0.3 A-11 I 195 2 1 8 66.65 8.33 1.35 -0.7 A-11 I 196 2 1 8 64.55 8.07 1.35 -0.7 A-11 I 197 2 1 8 12.93 1.62 1.10 -0.2 A-11 I 198 2 1 8 102.01 12.75 1.16 -0.3 A-11 I 199 2 1 8 3.13 0.39 1.03 -0.1 A-11 I 200 2 1 8 12.77 1.60 1.06 -0.1 A-11 I 201 2 1 8 34.52 4.32 0.88 0.3 A+11 I 202 2 1 8 40.28 5.03 1.14 -0.3 A-11 I 203 2 1 8 54.45 6.81 0.80 0.5 A+11 I 204 2 1 8 45.51 5.69 0.86 0.4 A+11 I 205 2 1 8 111.52 13.94 0.73 0.7 A+11 I 206 2 1 8 7.18 0.90 0.98 0.0 A+11 I 207 2 1 8 24.12 3.01 0.89 0.3 A+11 I 208 2 1 8 61.60 7.70 1.30 -0.6 A-11 I 211 2 1 8 37.14 4.64 0.84 0.4 A+11 I 212 2 1 8 169.06 21.13 0.65 1.0 A+11 I 213 2 1 8 34.09 4.26 0.91 0.2 A+11 I 214 2 1 8 27.21 3.40 0.93 0.2 A+11 I 215 2 1 8 28.34 3.54 0.88 0.3 A+11 I 216 2 1 8 17.82 2.23 1.07 -0.2 A-11 I 217 2 1 8 16.80 2.10 1.05 -0.1 A-11 I 218 2 1 8 67.67 8.46 1.31 -0.6 A-11 I 219 2 1 8 1628.90 203.61 0.40 2.2 C+11 I 220 2 1 8 115.36 14.42 1.47 -0.9 A-11 I 221 2 1 8 13.28 1.66 1.10 -0.2 A-11 I 222 2 1 8 31.00 3.87 1.10 -0.2 A-11 I 223 2 1 8 53.64 6.71 1.10 -0.2 A-11 I 224 2 1 8 50.30 6.29 1.17 -0.4 A-11 I 226 2 1 8 120.80 15.10 1.43 -0.8 A-11 I 227 2 1 8 41.55 5.19 1.17 -0.4 A-

T 27


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 J 189 2 1 8 6.85 0.86 1.00 0.0 A+11 J 190 2 1 8 24.80 3.10 1.11 -0.2 A-11 J 191 2 1 8 20.55 2.57 0.94 0.2 A+11 J 192 2 1 8 38.74 4.84 1.07 -0.2 A-11 J 193 2 1 8 50.26 6.28 0.98 0.1 A+11 J 195 2 1 8 34.88 4.36 0.88 0.3 A+11 J 196 2 1 8 20.84 2.60 1.07 -0.1 A-11 J 197 2 1 8 171.22 21.40 1.78 -1.4 B-11 J 198 2 1 8 16.39 2.05 0.98 0.0 A+11 J 199 2 1 8 32.19 4.02 0.87 0.3 A+11 J 200 2 1 8 58.96 7.37 1.15 -0.3 A-11 J 201 2 1 8 472.81 59.10 1.75 -1.3 B-11 J 202 2 1 8 74.16 9.27 0.97 0.1 A+11 J 203 2 1 8 35.29 4.41 0.92 0.2 A+11 J 204 2 1 8 120.49 15.06 0.67 0.9 A+11 J 205 2 1 8 132.13 16.52 1.48 -0.9 A-11 J 206 2 1 8 29.04 3.63 1.01 0.0 A-11 J 207 2 1 8 18.64 2.33 1.15 -0.3 A-11 J 208 2 1 8 263.07 32.88 1.77 -1.3 B-11 J 209 2 1 8 22.44 2.81 0.93 0.2 A+11 J 210 2 1 8 77.56 9.69 1.26 -0.5 A-11 J 211 2 1 8 42.40 5.30 0.87 0.3 A+11 J 212 2 1 8 123.33 15.42 1.33 -0.7 A-11 J 213 2 1 8 28.26 3.53 0.87 0.3 A+11 J 214 2 1 8 157.62 19.70 1.48 -0.9 A-11 J 215 2 1 8 23.09 2.89 1.08 -0.2 A-11 J 216 2 1 8 44.06 5.51 1.06 -0.1 A-11 J 217 2 1 8 9.62 1.20 0.99 0.0 A+11 J 218 2 1 8 27.09 3.39 1.08 -0.2 A-11 J 219 2 1 8 79.69 9.96 0.75 0.7 A+11 J 220 2 1 8 54.61 6.83 1.22 -0.5 A-11 J 221 2 1 8 50.95 6.37 0.85 0.4 A+11 J 222 2 1 8 13.62 1.70 1.03 -0.1 A-11 J 223 2 1 8 25.89 3.24 1.05 -0.1 A-11 J 224 2 1 8 148.89 18.61 0.74 0.7 A+11 J 225 2 1 8 45.93 5.74 1.03 -0.1 A-11 J 226 2 1 8 138.04 17.25 0.69 0.9 A+11 J 227 2 1 8 23.09 2.89 1.09 -0.2 A-11 J 228 2 1 8 77.94 9.74 1.08 -0.2 A-

T 28


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 W 74 2 1 8 121.67 15.21 1.08 -0.2 A-11 W 75 2 1 8 681.01 85.13 0.80 0.5 A+11 W 76 2 1 8 882.63 110.33 0.77 0.6 A+11 W 77 2 1 8 159.73 19.97 0.97 0.1 A+11 W 78 2 1 8 60.13 7.52 1.04 -0.1 A-11 W 79 2 1 8 394.53 49.32 0.80 0.5 A+11 W 80 2 1 8 71.53 8.94 1.05 -0.1 A-11 W 81 2 1 8 810.38 101.30 0.92 0.2 A+11 W 82 2 1 8 774.40 96.80 1.20 -0.4 A-11 W 83 2 1 8 946.33 118.29 1.24 -0.5 A-11 W 84 2 1 8 1041.41 130.18 0.76 0.7 A+11 W 85 2 1 8 2000.51 250.06 0.67 0.9 A+11 W 86 2 1 8 199.08 24.88 0.97 0.1 A+11 W 87 2 1 8 248.33 31.04 0.88 0.3 A+11 W 88 2 1 8 175.87 21.98 0.94 0.2 A+11 W 89 2 1 8 59.53 7.44 0.97 0.1 A+11 W 90 2 1 8 197.80 24.72 1.11 -0.2 A-11 W 91 2 1 8 36.75 4.59 1.00 0.0 A+11 W 92 2 1 8 441.89 55.24 0.82 0.5 A+11 W 93 2 1 8 725.86 90.73 0.79 0.5 A+11 W 94 2 1 8 915.28 114.41 0.78 0.6 A+11 W 95 2 1 8 254.26 31.78 1.14 -0.3 A-11 W 96 2 1 8 92.99 11.62 0.93 0.2 A+11 W 97 2 1 8 364.50 45.56 1.20 -0.4 A-11 W 98 2 1 8 182.91 22.86 1.06 -0.1 A-11 W 99 2 1 8 1182.36 147.80 0.75 0.7 A+11 W 100 2 1 8 258.39 32.30 0.89 0.3 A+11 W 101 2 1 8 2044.72 255.59 1.46 -0.9 A-11 W 102 2 1 8 259.01 32.38 0.89 0.3 A+11 W 103 2 1 8 95.88 11.99 0.95 0.1 A+11 W 104 2 1 8 124.92 15.61 1.14 -0.3 A-11 W 105 2 1 8 415.40 51.92 0.78 0.6 A+11 W 106 2 1 8 1455.98 182.00 1.41 -0.8 A-11 W 107 2 1 8 107.33 13.42 1.07 -0.2 A-11 W 108 2 1 8 360.27 45.03 0.83 0.4 A+11 W 109 2 1 8 81.45 10.18 0.92 0.2 A+11 W 110 2 1 8 303.14 37.89 1.14 -0.3 A-11 W 111 2 1 8 1114.10 139.26 0.73 0.7 A+11 W 112 2 1 8 272.56 34.07 0.89 0.3 A+11 W 113 2 1 8 327.29 40.91 1.21 -0.4 A-11 W 115 2 1 8 779.92 97.49 1.24 -0.5 A-11 W 116 2 1 8 440.63 55.08 1.18 -0.4 A-11 W 117 2 1 8 199.92 24.99 1.05 -0.1 A-11 W 118 2 1 8 423.78 52.97 0.85 0.4 A+11 W 119 2 1 8 2953.18 369.15 1.61 -1.1 B-11 W 120 2 1 8 138.96 17.37 0.95 0.1 A+11 W 121 2 1 8 171.02 21.38 1.12 -0.3 A-11 W 122 2 1 8 2845.21 355.65 0.61 1.2 B+11 W 123 2 1 8 61.07 7.63 0.94 0.1 A+11 W 124 2 1 8 474.04 59.26 0.80 0.5 A+11 W 125 2 1 8 563.36 70.42 1.35 -0.7 A-11 W 126 2 1 8 196.99 24.62 1.03 -0.1 A-11 W 127 2 1 8 171.60 21.45 0.90 0.2 A+

T 29


Grade Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code11 W 128 2 1 8 60.94 7.62 1.03 -0.1 A-11 W 129 2 1 8 378.10 47.26 1.19 -0.4 A-11 W 130 2 1 8 86.97 10.87 0.99 0.0 A+11 W 131 2 1 8 195.28 24.41 1.14 -0.3 A-11 W 132 2 1 8 267.75 33.47 0.90 0.3 A+11 W 133 2 1 8 459.93 57.49 1.20 -0.4 A-11 W 134 2 1 8 56.53 7.07 0.96 0.1 A+11 W 135 2 1 8 518.24 64.78 0.79 0.6 A+11 W 136 2 1 8 240.27 30.03 0.91 0.2 A+11 W 137 2 1 8 61.41 7.68 0.93 0.2 A+11 W 138 2 1 8 507.40 63.42 0.80 0.5 A+11 W 139 2 1 8 576.63 72.08 0.78 0.6 A+11 W 140 2 1 8 1592.58 199.07 1.24 -0.5 A-11 W 141 2 1 8 1428.37 178.55 0.71 0.8 A+11 W 142 2 1 8 299.41 37.43 0.91 0.2 A+11 W 143 2 1 8 88.11 11.01 1.05 -0.1 A-11 W 144 2 1 8 143.36 17.92 1.13 -0.3 A-11 W 145 2 1 8 1010.08 126.26 1.29 -0.6 A-11 W 146 2 1 8 55.25 6.91 0.96 0.1 A+11 W 147 2 1 8 3874.29 484.29 1.73 -1.3 B-11 W 148 2 1 8 614.69 76.84 1.25 -0.5 A-11 W 149 2 1 8 213.73 26.72 1.16 -0.3 A-11 W 150 2 1 8 473.85 59.23 0.83 0.4 A+11 W 151 2 1 8 392.81 49.10 0.92 0.2 A+11 W 152 2 1 8 550.97 68.87 1.16 -0.3 A-11 W 153 2 1 8 1222.66 152.83 0.71 0.8 A+11 W 154 2 1 8 277.95 34.74 0.93 0.2 A+

T 30

Appendix U: 2001 PSSA DIF AnalysisOpen Ended Reading Items

Grade Form Sequence Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code5 A 185 2 1 8 4 -0.17 0.01 -14.0 C-5 B 185 2 1 8 4 -0.18 0.01 -15.1 C-5 C 185 2 1 8 4 -0.17 0.01 -14.1 C-5 D 185 2 1 8 4 -0.16 0.01 -13.3 C-5 E 185 2 1 8 4 -0.17 0.01 -14.0 C-5 F 185 2 1 8 4 -0.12 0.01 -11.4 C-5 G 185 2 1 8 4 -0.11 0.01 -10.3 C-5 H 185 2 1 8 4 -0.10 0.01 -9.7 C-5 I 185 2 1 8 4 -0.15 0.01 -13.4 C-5 J 185 2 1 8 4 -0.11 0.01 -10.5 C-5 W 100 2 1 8 4 -0.16 0.00 -46.4 C-5 W 127 2 1 8 4 -0.11 0.00 -32.9 C-8 A 215 2 1 8 4 -0.11 0.01 -8.8 C-8 B 215 2 1 8 4 0.03 0.01 2.2 B+8 C 215 2 1 8 4 -0.10 0.01 -8.1 C-8 D 215 2 1 8 4 0.01 0.01 1.1 A+8 E 215 2 1 8 4 -0.14 0.01 11.6 C-8 F 215 2 1 8 4 -0.15 0.01 12.4 C-8 G 215 2 1 8 4 -0.13 0.01 11.0 C-8 H 215 2 1 8 4 -0.15 0.01 12.1 C-8 I 215 2 1 8 4 -0.11 0.01 -9.4 C-8 J 215 2 1 8 4 -0.15 0.01 12.7 C-8 W 110 2 1 8 4 -0.18 0.00 48.7 C-8 W 147 2 1 8 4 -0.17 0.00 41.7 C-11 A 229 2 1 8 4 -0.20 0.02 -12.6 C-11 B 229 2 1 8 4 -0.28 0.02 -18.0 C-11 C 229 2 1 8 4 -0.14 0.02 -8.6 C-11 D 229 2 1 8 4 -0.17 0.02 -10.9 C-11 E 229 2 1 8 4 -0.28 0.02 -17.6 C-11 F 229 2 1 8 4 -0.19 0.02 -12.8 C-11 G 229 2 1 8 4 -0.25 0.02 -15.9 C-11 H 229 2 1 8 4 -0.17 0.02 -11.7 C-11 I 229 2 1 8 4 -0.23 0.02 -14.7 C-11 J 229 2 1 8 4 -0.19 0.02 -12.4 C-11 W 114 2 1 8 4 -0.20 0.01 -40.7 C-11 W 155 2 1 8 4 -0.26 0.01 -53.6 C-

U 31

Appendix V: 2001 PSSA DIF Plots for Questionable Reading Items

V 1

Grade 5 Reading Items

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code A 185 2 1 8 4 -0.171 0.012 -14.0 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | ---* | 2.67 753 2.90 913| | ---* | 2.33 815 2.59 805| | ---* | 2.16 873 2.40 962| ---* | 2.04 818 2.26 850| -* | 1.92 1015 2.04 937| -* | | 1.76 959 1.87 914| -* | | 1.53 951 1.63 757| -* | | 1.11 1038 1.24 6380____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code B 185 2 1 8 4 -0.175 0.012 -15.1 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | ---* | 2.40 828 2.62 1020| |---* | 2.11 853 2.34 936| ---* | 1.97 923 2.23 913| ---* | 1.88 833 2.07 843| --* | 1.81 880 1.99 793| --*| | 1.73 894 1.88 826| --* | | 1.55 1004 1.69 834| * | | 1.17 1001 1.21 6740____________1___________2____________3___________4 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code C 160 2 1 8 488.71 61.09 0.47 1.8 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *| 0.98 731 0.98 1001| | *++| 0.98 836 0.94 923| | *++ | 0.94 932 0.89 916| | *+++++ | 0.93 846 0.83 843| | *++++++ | 0.88 865 0.75 887| | *+++++++++ | 0.79 994 0.60 885| *+++++++++ | 0.58 937 0.41 841| *+++++ | | 0.32 1067 0.23 6910____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code C 185 2 1 8 4 -0.167 0.012 -14.1 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.49 731 2.67 1001| | --* | 2.22 836 2.41 923| |--* | 2.08 932 2.25 916| ---* | 1.95 846 2.16 843| --* | 1.82 865 2.00 886| -* | | 1.73 992 1.84 884| --* | | 1.50 929 1.72 837| -* | | 1.20 1041 1.30 6730____________1___________2____________3___________4 Right Total Right Total


V 2


Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code D 169 2 1 8 864.04 108.01 0.41 2.1 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *++| 0.98 766 0.94 1050| | *++++++ | 0.96 903 0.84 914| | *+++++++ | 0.89 956 0.76 947| | *+++++++++ | 0.82 815 0.64 819| *++++++++++ | 0.69 906 0.47 820| *++++++++++ | 0.55 909 0.33 838| *+++++++++ | | 0.40 902 0.23 795| *+ | | 0.18 1079 0.15 6600____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code D 185 2 1 8 4 -0.164 0.012 -13.3 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | ---* | 2.57 766 2.80 1050| | ---* | 2.27 903 2.49 914| | ---* | 2.15 956 2.37 947| |-* | 2.04 815 2.15 819| --* | 1.91 906 2.06 820| -* | | 1.74 909 1.84 837| ---* | | 1.56 899 1.72 790| --* | | 1.11 1060 1.24 6430____________1___________2____________3___________4 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code E 169 2 1 8 873.56 109.20 0.39 2.2 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *++ 0.99 769 0.95 1043| | *+++ | 0.96 795 0.90 908| | *+++++ | 0.95 883 0.84 933| | *++++++++ | 0.88 807 0.73 814| | *+++++++++++ | 0.84 832 0.61 838| *++++++++++ | 0.69 921 0.48 855| *++++++++++++ | 0.55 1005 0.31 777| *++++ | | 0.25 1121 0.18 7540____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code E 185 2 1 8 4 -0.165 0.012 -14.0 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | ----* | 2.39 769 2.68 1043| | --* | 2.20 795 2.36 908| |--* | 2.04 883 2.22 933| ---* | 1.94 807 2.13 814| --* | 1.82 832 1.97 838| --* | | 1.71 920 1.87 855| --* | | 1.53 1001 1.66 772| -* | | 1.13 1098 1.23 7390____________1___________2____________3___________4 Right Total Right Total


V 3


Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code F 185 2 1 8 4 -0.120 0.010 -11.4 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.52 877 2.68 1028| | --* | 2.32 866 2.48 869| | -* | 2.21 891 2.34 909| | -* | 2.14 818 2.24 811| --* | 2.02 890 2.15 782| -* | 1.92 853 1.99 889| -* | | 1.73 965 1.80 789| --* | | 1.16 1058 1.29 6760____________1___________2____________3___________4 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code G 182 2 1 8 889.03 111.13 0.37 2.3 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *+ 0.99 735 0.98 906| | *++| 0.98 781 0.94 923| | *++++ | 0.96 878 0.88 921| | *+++++++++ | 0.94 858 0.76 835| | *+++++++++ | 0.83 898 0.65 904| *++++++++++++ | 0.71 933 0.48 908| *++++++++++++| | 0.48 969 0.25 810| *+++ | | 0.22 1107 0.16 7430____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code G 185 2 1 8 4 -0.111 0.011 -10.3 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | -* | 2.68 735 2.80 906| | -* | 2.46 781 2.59 923| | --* | 2.32 878 2.44 921| | --* | 2.23 858 2.39 835| | --* | 2.15 898 2.31 904| |* | 2.07 933 2.12 908| -*| | 1.81 965 1.90 806| -* | | 1.22 1086 1.31 7160____________1___________2____________3___________4 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code H 173 2 1 8 544.14 68.02 0.47 1.8 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *| 0.98 725 0.98 940| | *+ | 0.96 800 0.94 815| | *++++ | 0.95 853 0.89 894| | *++++ | 0.92 866 0.83 801| | *++++++ | 0.86 926 0.74 873| | *++++++++++ | 0.80 936 0.60 917| *+++++++++++ | 0.64 980 0.41 963| *++++ | | 0.31 1134 0.25 7600____1____2____3____4____5____6____7____8____9____0 Right Total Right Total


V 4


Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code H 181 2 1 8 669.17 83.65 0.45 1.9 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *+| 0.98 725 0.96 940| | *++++| 0.97 800 0.91 815| | *+++++ | 0.92 853 0.81 894| | *++++++ | 0.83 866 0.72 801| | *+++++++++ | 0.77 926 0.59 873| *+++++++++++++ | 0.65 936 0.40 917| *+++++++ | | 0.41 980 0.26 963| *++ | | 0.16 1134 0.12 7600____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code H 185 2 1 8 4 -0.100 0.010 -9.7 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | -* | 2.55 725 2.68 940| | -* | 2.36 800 2.48 815| | -* | 2.21 853 2.35 894| | -* | 2.16 866 2.24 801| |-* | 2.07 926 2.20 873| -* | 1.97 936 2.09 917| -* | | 1.80 979 1.87 957| * | | 1.28 1110 1.32 7460____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code I 185 2 1 8 4 -0.145 0.011 -13.4 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.59 782 2.76 968| | --* | 2.39 789 2.55 848| | --* | 2.25 927 2.42 905| | ---* | 2.18 859 2.37 825| |--* | 2.10 874 2.24 877| --* | 1.93 939 2.08 880| -* | | 1.73 926 1.83 884| -* | | 1.08 1022 1.19 6350____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code J 185 2 1 8 4 -0.112 0.011 -10.5 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | -* | 2.58 639 2.67 847| | --* | 2.34 832 2.50 804| | --* | 2.26 907 2.40 837| | --* | 2.18 816 2.31 736| |-* | 2.08 821 2.18 774| -* | 1.99 906 2.07 777| -* | | 1.74 942 1.84 810| --* | | 1.15 953 1.25 6340____________1___________2____________3___________4 Right Total Right Total


V 5


Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 100 2 1 8 4 -0.158 0.003 -46.4 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.38 7605 2.57 9716| |---* | 2.11 8270 2.29 8745| --* | 1.99 9023 2.15 9137| --* | 1.89 8336 2.05 8177| --*| | 1.79 8907 1.95 8485| --* | | 1.69 9247 1.82 8689| -* | | 1.51 9598 1.64 8276| --* | | 1.11 10700 1.25 69410____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 127 2 1 8 4 -0.114 0.003 -32.9 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.42 7605 2.57 9716| | -* | 2.12 8270 2.27 8745| -* | 1.97 9023 2.11 9137| --* | 1.85 8336 1.98 8177| -* | | 1.73 8907 1.83 8485| -* | | 1.59 9247 1.67 8689| -* | | 1.41 9598 1.48 8276| -* | | 1.01 10700 1.11 69410____________1___________2____________3___________4 Right Total Right Total


V 6


Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code A 215 2 1 8 4 -0.106 0.012 -8.8 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | -* | 2.54 660 2.67 943| | --* | 2.21 801 2.38 838| --* | 1.98 898 2.15 894| --* | 1.81 818 2.00 825| --* | | 1.69 956 1.83 881| -* | | 1.44 910 1.53 831| -* | | 1.15 951 1.17 751| * | | 0.51 1073 0.50 6180____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code C 215 2 1 8 4 -0.100 0.012 -8.1 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.53 672 2.70 948| | --* | 2.19 761 2.34 876| --* | 1.98 909 2.14 818| -*| | 1.86 977 1.96 923| --* | | 1.64 878 1.76 842| * | | 1.44 856 1.48 789| * | | 1.12 887 1.14 796| -* | | 0.51 975 0.58 5710____________1___________2____________3___________4 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code D 210 2 1 8 928.86 116.11 0.34 2.5 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *++ 0.99 750 0.96 974| | *+++| 0.98 775 0.93 835| | *+++++ | 0.97 854 0.85 809| | *+++++++++ | 0.94 953 0.77 845| | *++++++++++++ | 0.87 862 0.65 827| *++++++++++++++ | 0.78 860 0.50 808| *++++++++++ | 0.55 804 0.33 830| *++ | | 0.24 1025 0.20 6460____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code E 190 2 1 8 1315.17 164.40 0.39 2.2 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *++++++ | 0.90 757 0.78 920| | *+++++++++ | 0.82 857 0.63 934| | *+++++++++ | 0.77 805 0.59 819| *+++++++++++++ | 0.72 888 0.46 871| *++++++++++++++ | 0.66 843 0.37 847| *++++++++++++++ | 0.62 836 0.35 837| *++++++++++ | | 0.46 955 0.27 828| *+++ | | 0.28 989 0.23 6690____1____2____3____4____5____6____7____8____9____0 Right Total Right Total


V 7


Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code E 215 2 1 8 4 -0.139 0.012 -11.6 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.53 757 2.70 920| | --* | 2.18 857 2.34 934| --* | 2.00 805 2.16 819| --* | 1.82 888 2.02 871| ---* | | 1.63 843 1.81 847| --* | | 1.45 835 1.59 835| -* | | 1.10 944 1.17 828| -* | | 0.46 956 0.52 6430____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code F 215 2 1 8 4 -0.151 0.012 -12.4 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | -* | 2.31 705 2.43 1068| --* | 1.93 783 2.08 849| --* | | 1.72 867 1.87 904| --* | | 1.53 926 1.71 869| ---* | | 1.36 806 1.57 783| --* | | 1.20 790 1.33 850| --* | | 0.95 849 1.09 819| -* | | 0.53 1005 0.65 5800____________1___________2____________3___________4 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code G 192 2 1 8 573.86 71.73 0.42 2.0 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *++ 0.99 727 0.97 949| | *+++| 0.99 756 0.92 893| | *+++ | 0.96 843 0.91 888| | *+++++++ | 0.95 975 0.81 908| | *+++++++++ | 0.91 903 0.75 844| | *+++++++++ | 0.80 873 0.62 778| *++++++++ | 0.63 880 0.47 773| *+++ | | 0.37 1040 0.31 5970____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code G 215 2 1 8 4 -0.133 0.012 -11.0 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.47 727 2.62 949| |---* | 2.12 756 2.29 893| -* | 1.96 843 2.10 888| ---* | 1.78 975 1.98 908| --* | | 1.62 903 1.76 844| -* | | 1.43 872 1.55 777| -* | | 1.17 872 1.26 762| -* | | 0.65 993 0.71 5750____________1___________2____________3___________4 Right Total Right Total


V 8


Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code H 181 2 1 8 346.51 43.31 0.49 1.7 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *+ 0.99 724 0.99 933| | *| 0.99 737 0.97 845| | *++| 0.98 873 0.94 859| | *++ | 0.97 803 0.92 830| | *+++ | 0.93 947 0.85 925| | *++++++ | 0.85 939 0.73 848| |*+++++++++ | 0.71 916 0.51 792| *+++++ | | 0.42 1040 0.32 5650____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code H 182 2 1 8 314.58 39.32 0.52 1.6 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *+ 0.99 724 0.99 933| | *+| 0.99 737 0.95 845| | *++| 0.98 873 0.93 859| | *+++ | 0.95 803 0.90 830| | *+++++ | 0.93 947 0.83 925| | *+++++++ | 0.86 939 0.71 848| *+++++++ | 0.65 916 0.50 792| *++ | | 0.36 1040 0.33 5650____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code H 215 2 1 8 4 -0.145 0.012 -12.1 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.21 724 2.40 933| -* | 1.91 737 2.04 845| --* | | 1.72 873 1.86 859| --* | | 1.53 803 1.71 830| --* | | 1.36 947 1.52 924| -* | | 1.17 936 1.30 845| -* | | 0.95 911 1.06 781| -* | | 0.54 1005 0.66 5300____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code I 215 2 1 8 4 -0.113 0.012 -9.4 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | -* | 2.54 666 2.62 986| | --* | 2.20 791 2.32 896| |-* | 2.07 891 2.17 989| --* | 1.85 825 2.02 782| -* | | 1.69 942 1.80 877| --* | | 1.47 896 1.59 811| -* | | 1.17 877 1.25 774| --* | | 0.64 1005 0.76 5970____________1___________2____________3___________4 Right Total Right Total


V 9


Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code J 208 2 1 8 1471.17 183.90 0.37 2.4 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| | *++++++ | 0.90 775 0.77 896| | *++++++++++ | 0.83 904 0.62 965| |*+++++++++++++ | 0.77 816 0.52 808| *+++++++++++++++ | 0.71 908 0.42 914| *++++++++++++++ | 0.63 848 0.36 859| *+++++++++++++ | 0.56 830 0.30 810| *++++++++++ | | 0.44 847 0.25 800| *++ | | 0.25 1009 0.20 5940____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code J 215 2 1 8 4 -0.153 0.012 -12.7 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.26 775 2.40 896| --* | 1.86 904 2.03 965| ---*| | 1.69 816 1.88 808| --* | | 1.50 908 1.72 914| --* | | 1.37 848 1.55 859| -* | | 1.22 829 1.31 807| --* | | 0.96 839 1.10 790| -* | | 0.53 969 0.63 5640____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 110 2 1 8 4 -0.177 0.004 -48.7 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | -* | 2.60 7206 2.75 9519| | --* | 2.31 8104 2.46 8868| | --* | 2.16 8559 2.34 8662| ---* | 2.03 8843 2.21 8576| --* | 1.89 8870 2.08 8570| --*| | 1.74 8662 1.93 8182| --* | | 1.52 8873 1.69 7989| --* | | 0.98 10295 1.15 61290____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 147 2 1 8 4 -0.167 0.004 -41.7 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | ---* | 2.60 7206 2.76 9519| | --* | 2.25 8104 2.40 8868| --* | 2.01 8559 2.20 8662| --* | 1.83 8843 2.00 8576| --* | | 1.59 8870 1.79 8570| ---* | | 1.36 8662 1.56 8182| --* | | 1.07 8873 1.24 7989| -* | | 0.57 10295 0.68 61290____________1___________2____________3___________4 Right Total Right Total


V 10


Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code A 199 2 1 8 1914.94 239.37 0.38 2.3 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| *+++++++++++++++ | 0.80 661 0.50 817| *++++++++++++++++++ | 0.67 593 0.30 719| *++++++++++++++++ | 0.53 682 0.20 749| *+++++++++++++++ | | 0.42 682 0.13 804| *+++++++++++ | | 0.33 660 0.12 732| *++++ | | 0.24 716 0.16 774| -* | | 0.25 769 0.27 652| --* | | 0.21 995 0.24 4380____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code A 229 2 1 8 4 -0.198 0.016 -12.6 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.68 661 2.85 817| | ---* | 2.34 593 2.54 719| | --* | 2.14 682 2.30 749| ---* | 1.86 682 2.10 804| ---*| | 1.65 659 1.93 732| ---* | | 1.39 713 1.62 764| --* | | 1.03 752 1.19 639| --* | | 0.49 944 0.65 4050____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code B 229 2 1 8 4 -0.278 0.015 -18.0 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | ---* | 2.72 642 2.97 843| | ---* | 2.37 614 2.67 708| -----* | 2.01 735 2.38 778| ----* | 1.80 658 2.17 741| -----*| | 1.55 606 1.89 720| ----* | | 1.30 632 1.58 732| ----* | | 0.84 753 1.10 586| -* | | 0.38 944 0.51 4120____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code C 229 2 1 8 4 -0.137 0.016 -8.6 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | -* | 2.86 614 2.95 812| | -* | 2.46 662 2.60 759| | --* | 2.24 614 2.41 664| |---* | 2.12 653 2.34 708| ---* | 1.84 630 2.08 774| --* | | 1.60 629 1.79 632| -* | | 1.27 693 1.33 567| * | | 0.61 864 0.65 3850____________1___________2____________3___________4 Right Total Right Total


V 11


Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code D 229 2 1 8 4 -0.168 0.015 -10.9 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.74 687 2.85 829| | --* | 2.30 660 2.49 713| |--* | 2.07 699 2.25 738| ---* | 1.86 684 2.06 776| ---* | | 1.58 629 1.85 727| ---* | | 1.35 723 1.58 676| --* | | 0.97 707 1.09 616| -* | | 0.45 858 0.54 3920____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code E 229 2 1 8 4 -0.276 0.016 -17.6 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | ----* | 2.73 564 3.02 837| | ----* | 2.36 664 2.65 773| |----* | 2.10 647 2.38 794| -----* | 1.84 713 2.21 793| ----*| | 1.64 662 1.90 688| ----* | | 1.31 712 1.60 693| ---* | | 0.85 711 1.15 617| --* | | 0.35 836 0.51 3670____________1___________2____________3___________4 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code F 220 2 1 8 1677.73 209.72 0.40 2.2 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| *++++++++++++++++ | 0.80 665 0.47 788| *+++++++++++++++++ | 0.63 672 0.27 812| *+++++++++++++++++ | 0.51 620 0.16 705| *++++++++++ | | 0.34 700 0.14 718| *++++++++ | | 0.27 675 0.12 729| *++++ | | 0.26 693 0.18 712| --* | | 0.21 729 0.26 646| --* | | 0.20 925 0.23 4370____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code F 229 2 1 8 4 -0.186 0.015 -12.8 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.59 665 2.74 788| | --* | 2.23 672 2.41 812| ---* | 1.99 620 2.24 705| --* | 1.89 700 2.09 718| ---*| | 1.67 673 1.92 729| ---* | | 1.47 688 1.64 700| --* | | 1.17 714 1.39 628| -* | | 0.73 878 0.83 4010____________1___________2____________3___________4 Right Total Right Total


V 12


Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code G 229 2 1 8 4 -0.248 0.016 -15.9 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.55 595 2.75 807| | ---* | 2.13 709 2.41 810| -----* | 1.84 585 2.21 713| ---*| | 1.66 670 1.94 710| ----* | | 1.37 695 1.70 748| ---* | | 1.13 693 1.38 673| --* | | 0.79 761 0.98 597| -* | | 0.44 896 0.57 4610____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code H 229 2 1 8 4 -0.174 0.015 -11.7 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.62 561 2.79 744| | --* | 2.29 644 2.50 718| |---* | 2.07 625 2.28 786| --* | 1.94 669 2.09 770| --*| | 1.73 693 1.96 675| --* | | 1.53 645 1.72 743| -* | | 1.26 730 1.33 571| --* | | 0.64 892 0.83 4010____________1___________2____________3___________4 Right Total Right Total

Selected Response Form Seq Ref Focal d.f. ChiSq M.S. OddsRatio Effect Code I 219 2 1 8 1628.90 203.61 0.40 2.2 C+0____1____2____3____4____5____6____7____8____9____0 FOCAL REFERENCE| *+++++++++++++++++ | 0.85 643 0.51 746| *+++++++++++++++++ | 0.64 593 0.30 698| *+++++++++++++++++ | 0.52 694 0.19 765| *+++++++++++++ | | 0.40 658 0.15 818| *++++++++ | | 0.30 690 0.13 767| * | | 0.21 658 0.19 682| --* | | 0.20 765 0.24 624| --* | | 0.18 873 0.22 4240____1____2____3____4____5____6____7____8____9____0 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code I 229 2 1 8 4 -0.228 0.016 -14.7 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | ---* | 2.34 643 2.59 746| ----* | 1.92 593 2.26 698| ----* | 1.70 694 2.03 765| ---* | | 1.62 658 1.82 818| ---* | | 1.26 690 1.55 766| ----* | | 1.00 654 1.28 678| --* | | 0.75 750 0.88 607| -* | | 0.37 830 0.45 3860____________1___________2____________3___________4 Right Total Right Total


V 13


Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code J 229 2 1 8 4 -0.185 0.015 -12.4 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | ---* | 2.59 607 2.81 773| | ---* | 2.33 654 2.53 703| ---* | 2.03 677 2.26 756| ---* | 1.93 668 2.13 769| ---*| | 1.72 603 1.93 679| ---* | | 1.56 629 1.79 669| --* | | 1.24 726 1.39 594| -* | | 0.66 871 0.75 3750____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 114 2 1 8 4 -0.198 0.005 -40.7 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 3.06 6239 3.18 7996| | --* | 2.77 6465 2.95 7413| | ---* | 2.55 6578 2.77 7448| | ----* | 2.35 6755 2.60 7608| |----* | 2.11 6545 2.37 7242| ---* | 1.84 6763 2.09 7040| ---* | | 1.47 7455 1.65 6203| -* | | 0.84 9291 0.97 43300____________1___________2____________3___________4 Right Total Right Total

Constructed Response Form Seq Ref Focal d.f. M SMD SE Z(SMD) Code W 155 2 1 8 4 -0.258 0.005 -53.6 C-0____________1___________2____________3___________4 FOCAL REFERENCE| | --* | 2.85 6239 3.05 7996| | ---* | 2.50 6465 2.76 7413| | ---* | 2.31 6578 2.57 7448| | ---* | 2.14 6755 2.42 7608| ----* | 1.96 6545 2.26 7242| ----* | 1.77 6763 2.06 7040| ----* | | 1.46 7455 1.73 6203| --* | | 0.84 9291 1.07 43300____________1___________2____________3___________4 Right Total Right Total

Appendix W: 2001 PSSA School LevelPercentile Ranks

PercentileRank Grade 5 Grade 8 Grade 11 Grade 5 Grade 8 Grade 11

1 732 724 722 931 848 8322 971 842 861 1021 990 9463 1016 892 902 1045 1031 9694 1045 934 939 1061 1043 9905 1063 967 954 1074 1050 10206 1075 993 988 1090 1056 10347 1090 1011 1007 1102 1071 10478 1102 1026 1018 1117 1078 10549 1114 1047 1027 1131 1085 1061

10 1125 1059 1047 1140 1093 107111 1133 1072 1055 1148 1100 107912 1143 1081 1072 1156 1108 108313 1154 1090 1079 1168 1116 109214 1172 1099 1091 1180 1127 110915 1181 1109 1103 1191 1137 111616 1188 1114 1117 1197 1142 112517 1200 1133 1134 1203 1150 113918 1208 1146 1150 1211 1155 114719 1217 1155 1164 1215 1164 115320 1225 1160 1169 1224 1172 117021 1231 1166 1177 1228 1182 117722 1236 1177 1189 1232 1191 118523 1240 1192 1193 1235 1196 119624 1248 1199 1200 1239 1203 120325 1253 1207 1205 1243 1208 120526 1257 1211 1209 1248 1212 121027 1261 1218 1217 1252 1216 121728 1264 1223 1224 1257 1221 121929 1268 1230 1229 1259 1225 122630 1270 1238 1233 1264 1230 123031 1274 1243 1238 1266 1236 123432 1277 1248 1242 1269 1239 123933 1280 1252 1245 1272 1244 124134 1283 1258 1249 1274 1248 124435 1285 1260 1250 1276 1252 124836 1288 1262 1255 1278 1256 125037 1291 1268 1258 1281 1260 125238 1295 1272 1261 1285 1263 125539 1298 1275 1263 1289 1268 125840 1300 1279 1264 1292 1271 126141 1303 1282 1268 1294 1274 126242 1305 1283 1271 1296 1277 126443 1307 1286 1275 1299 1278 126744 1309 1289 1277 1301 1282 127045 1312 1292 1279 1304 1285 127246 1314 1295 1282 1307 1286 127547 1317 1298 1283 1309 1289 127648 1318 1300 1285 1311 1292 127849 1322 1301 1287 1314 1294 128050 1324 1305 1290 1318 1297 1282

Reading Mathematics

W 1

Appendix W: 2001 PSSA School LevelPercentile Ranks

PercentileRank Grade 5 Grade 8 Grade 11 Grade 5 Grade 8 Grade 11

Reading Mathematics

50 1324 1305 1290 1318 1297 128251 1326 1308 1292 1319 1299 128352 1328 1311 1294 1321 1303 128653 1330 1313 1296 1323 1305 128754 1331 1315 1298 1325 1307 128855 1333 1318 1299 1327 1309 129156 1335 1320 1300 1330 1313 129257 1337 1323 1303 1332 1316 129458 1338 1326 1306 1334 1318 129659 1340 1328 1309 1337 1321 129860 1343 1331 1310 1339 1322 130261 1345 1333 1311 1341 1326 130462 1348 1337 1313 1343 1329 130563 1350 1339 1314 1345 1333 130764 1352 1341 1315 1347 1336 130865 1354 1342 1316 1349 1338 130966 1356 1344 1319 1352 1341 131367 1359 1347 1321 1355 1343 131468 1361 1350 1323 1358 1346 131669 1364 1351 1325 1360 1348 131870 1366 1354 1327 1362 1352 132071 1368 1357 1329 1364 1355 132372 1370 1359 1330 1367 1357 132473 1372 1361 1332 1370 1360 132874 1374 1362 1334 1373 1362 133175 1377 1365 1338 1375 1366 133376 1380 1367 1342 1378 1369 133477 1383 1371 1345 1380 1372 133678 1386 1375 1347 1383 1377 133879 1390 1380 1349 1385 1379 134180 1392 1382 1351 1389 1380 134581 1395 1385 1353 1392 1382 134982 1397 1388 1355 1394 1385 135283 1401 1391 1359 1397 1387 135684 1403 1395 1362 1402 1391 135985 1408 1400 1364 1405 1395 136286 1412 1403 1367 1408 1399 136787 1415 1407 1372 1412 1405 137188 1418 1411 1376 1416 1410 137789 1423 1416 1379 1419 1412 138090 1426 1422 1385 1426 1416 138791 1429 1428 1391 1431 1419 139592 1435 1437 1398 1436 1430 139893 1441 1443 1401 1441 1436 140494 1446 1451 1409 1446 1451 141295 1452 1459 1415 1457 1459 141896 1458 1468 1425 1465 1468 142897 1467 1480 1432 1475 1479 145098 1482 1510 1455 1485 1496 146399 1504 1553 1492 1501 1518 1516

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X 4

2001 Reading and Mathematics PSSA Technical Analysis - PA.Gov

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