Opportunities to Learn What’s New with NWEA Research

Opportunities to Learn What's New with NWEA Research - TLG-IMG-02292019This spring, NWEA researchers will present, chair, or serve as discussants in more than 20 sessions during the 2019 American Educational Research Association (AERA), National Council on Measurement in Education (NCME), and Society for Research on Educational Effectiveness (SREE) meetings.

In fact, next week, I’ll be presenting at SXSW EDU with two educators from Portland Public Schools about kindergarten transition programs. Researchers from NWEA will present their work on topics such as achievement gaps, seasonal learning patterns, student engagement, social-emotional learning and school effectiveness.

The Collaborative for Student Growth at NWEA is devoted to transforming education research through advancements in assessment, growth measurement, and the availability of longitudinal data. Core to our mission is partnering with researchers from universities, think tanks, grant-funding agencies, and other stakeholders to expand the insights drawn from our student growth database—one of the most extensive in the world.

A full list of upcoming spring presentations and sessions by the Collaborative for Student Growth is below.

  • Kingsbury, Gage (February 2019). Best practices in high-stakes testing: What legal educators need to know. Law School Admission Council Annual Meeting and Educational Conference. Albuquerque, NM.
  • Soland, Jim (Accepted Session, March 2019). Measuring social-emotional learning over time: Implications for education and evaluation. Society for Research on Educational Effectiveness. Washington, D.C.
  • Kuhfeld, Megan & Soland, Jim (March 2019) Is social-emotional learning (SEL) a state or a trait? Examining the stability of SEL across three years. Society for Research on Educational Effectiveness. Washington, D.C.
  • Soland, Jim (March 2019). Do math self-efficacy and achievement develop in tandem? Evidence and implications. Society for Research on Educational Effectiveness. Washington, D.C.
  • Farley-Ripple, E., Tarasawa, Beth, & Jennings, A. (March 2019). Understanding the leverage points: Using data to support instructional decision making. Association for Supervision and Curriculum Development. Chicago, IL.
  • Hauth, N., Madrid, F., & Tarasawa, Beth (March 2019). Ready to Learn: Easing transition to kindergarten. SXSW EDU.
  • Davis-Kean, P.E., Domina, T., Kuhfeld, Megan, Ellis, A. & Gershoff, E.T. (April 2019) Early math skills and enrollment in Algebra in 9th American Educational Research Association. Toronto, Canada.
  • Soland, Jim (March 2019) Comparing estimates of school contributions to student growth under different assumptions: Implications for federal accountability. Association for Education Finance and Policy. Kansas City, KS.
  • Soland, Jim (April 2019). Measuring math achievement and self-efficacy as joint developmental processes: A window into the male-female gap in math? American Educational Research Association. Toronto, Canada.
  • Soland, Jim, Kuhfeld, Megan, & Thum, Yeow Meng (Accepted Session, April 2019). Innovative approaches in estimating seasonal achievement: Implications for methods, policy, and practice. American Educational Research Association. Toronto, Canada.
  • Thum, Yeow Meng (April 2019). Modeling growth and adding curves: The compound polynomial for seasonal time-series. American Educational Research Association. Toronto, Canada.
  • Kuhfeld, Megan (April 2019). Seasonal comparisons of black-white achievement gap. American Educational Research Association. Toronto, Canada.
  • Soland, Jim (April 2019). Estimating school contributions to growth in the presence of seasonality. American Educational Research Association. Toronto, Canada.
  • Tweet: Opportunities to Learn What’s New with NWEA Research https://ctt.ec/Az819+ #edchat #education #research Apgar, K. Ralston, N. Thul, M., Trollinger, D., Waggoner, J. & Tarasawa, Beth (April 2019). Longitudinal impacts of a pre-kindergarten summer program on attendance and early literacy skills. American Educational Research Association. Toronto, Canada.
  • Wise, Steve (April 2019). The psychometric costs of disengaged test taking. National Council on Measurement in Education. Toronto, Canada.
  • Monroe, S., Kuhfeld, Megan, Kibrislioglu, N. (April 2019). Level-specific evaluation of model fit in Item Response Theory. National Council on Measurement in Education. Toronto, Canada.
  • Thum, Yeow Meng, Kuhfeld, Megan, & Soland, Jim (Accepted Session, April 2019). Scales and norms for achievement and growth: Approaches and applications. National Council on Measurement in Education. Toronto, Canada.
  • Thum, Yeow Meng & Kuhfeld, Megan (April 2019). Developing performance and growth norms for students and schools. National Council on Measurement in Education. Toronto, Canada.
  • Kuhfeld, Megan & Thum, Yewo Meng (April 2019). Visualizing student and school achievement and growth using Shiny. National Council on Measurement in Education. Toronto, Canada.
  • Soland, Jim& Thum, Yeow Meng (April 2019). Empirical benchmarks from growth norms: School ICCs for gender gaps and summer loss. National Council on Measurement in Education. Toronto, Canada.
  • Wise, Steve, Soland, Jim, & Dupray, Laurence. (April 2019). The impact of technology-enhanced items on test-taker engagement. National Council on Measurement in Education. Toronto, Canada.
  • Soland, Jim & Kuhfeld, Megan (April 2019). Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness. National Council on Measurement in Education. Toronto, Canada.

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