This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners. The findings suggest summer support is required to help ELs maintain and develop academic skills.

This study compares estimation of symptom networks with Bayesian GLASSO- and Horseshoe priors to estimation using the frequentist GLASSO using extensive simulations.

The purpose of this study was to examine the concepts of dyslexia teachers know accurately as scientific conceptions, hold as misconceptions, or are uncertain. Implications for teacher training in dyslexia are discussed.

This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners. The findings suggest summer support is required to help ELs maintain and develop academic skills.

This study presents a statistical model motivated by the seasonal character of interim achievement data and analyses aimed at reducing barriers to the generation of empirical benchmarks for repeated measures achievement data.

School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19–era school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA’s MAP Growth assessments, interim assessments used by states and districts during the 2020–2021 school year.

Students with disabilities lose even more ground than peers during summer and other interruptions in their learning—but they don’t need to. Data point to a need for services that extend beyond the school year.