Michael Dahlin, PhD
Senior Research Scientist
Michael Dahlin specializes in research and reporting on college readiness and school accountability policy. Before joining NWEA, he was a research analyst for the Oregon Department of Human Services. He holds a PhD in developmental psychology from Penn State.
Research by Michael Dahlin
In this study from the Thomas B. Fordham Institute, achievement trends from NWEA’s longitudinal growth database were used to track students who scored at or above the 90th percentile on this assessment in order to see if they maintained their high achievement.
This study examines the academic growth of 35,000 elementary and middle school students in 31 states—all of them high achievers within their own schools—over a three-year period.
Complementing traditional quantitative measures with more qualitative tools can help determine college and career readiness.
Some of our assumptions about the growth and performance of students from high-poverty schools relative to their peers from wealthier schools may be challenged in this data gallery, where you can explore how school poverty level interacts with student growth, college readiness, and college access.
In the visualizations in this exhibit, you can compare the performance and growth of various groups of high achievers to that of their peers over multiple years.