Automated Author ProfileHong, Yihua
RTI International
Hong, Yihua
Current S-Index
Sum of Dataset Indices for all datasets
Average Dataset Index per Dataset
Average Dataset Index per dataset
Total Datasets
Total datasets for this author
Average FAIR Score
Average FAIR Score per dataset
Total Citations
Total citations to the author's datasets
Total Mentions
Total mentions of the author's datasets
S-Index Interpretation
The S-Index (Sharing Index) is a comprehensive metric that represents the cumulative impact of all your datasets. It is calculated as the sum of Dataset Index scores across all your claimed datasets.
What it means:
- A higher S-index indicates greater overall impact of your datasets relative to typical datasets in their fields of research
- The S-Index grows as you add more datasets or as existing datasets gain more citations and mentions
- It provides a single number to track your research data impact over time
Current S-Index: 3.4 (sum of 2 datasets Dataset Index scores)
More information here.
S-Index Over Time
Cumulative Citations Over Time
Cumulative Mentions Over Time
Datasets
Schools with Test-Based Promotion: Effects on Instructional Time Allocation and Student Learning in Grade 3
Abstract: This study is focused on the threat of retention associated with test-based promotion in grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998-99 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in grade 3. On average, the policy did not produce significant differences in third graders’ reading and math learning. However, there seemed to be a notable increase in the proportion of students who achieved an above-average proficiency level in grade 3 math. In both reading and math, the test-based promotion seemingly benefited students at the average or lower than average ability levels. In contrast, there was no evidence that the policy had an impact on students at the two ends of the ability distribution. We discussed the implication of the findings for the current design and implementation of test-based promotion in early grades.
Authors
- Hong, Yihua ;
- Hong, Guanglei
Schools with Test-Based Promotion: Effects on Instructional Time Allocation and Student Learning in Grade 3
Abstract: This study is focused on the threat of retention associated with test-based promotion in grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998-99 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in grade 3. On average, the policy did not produce significant differences in third graders’ reading and math learning. However, there seemed to be a notable increase in the proportion of students who achieved an above-average proficiency level in grade 3 math. In both reading and math, the test-based promotion seemingly benefited students at the average or lower than average ability levels. In contrast, there was no evidence that the policy had an impact on students at the two ends of the ability distribution. We discussed the implication of the findings for the current design and implementation of test-based promotion in early grades.
Authors
- Hong, Yihua ;
- Hong, Guanglei