Recent Publications 

Soland, J. (Forthcoming). Can the amount of time students spend on test items help illuminate social-emotional learning needs?  Initial evidence from an international achievement test. Educational Measurement: Issues and Practice.

Paz Ortiz, A., Tarasawa, B., & Trimble, A., Al-Musaifry, N. & Straton, J., (Forthcoming). Positionality in teaching: Implications for advancing social justice. Journal of General Education.

Wise, S., Soland, J., & Bo, Y. (Forthcoming). The (non)impact of differential test taker engagement on aggregated scores. International Journal of Testing.

Soland, J., Jensen, N., Keys, T.D., Bi, S.Z., & Wolk, E. (2019). Are test and academic disengagement related? Implications for measurement and practice.Educational Assessment. (article)

Wise, S.L.Kuhfeld, M.R., & Soland, J. (2019). The effects of effort monitoring with proctor notification on test-taking engagement, test performance, and validity. Applied Measurement in Education, 32:2, 183-192. (article)

Soland, J., Wise, S.L., & Gao, L. (2019). Identifying disengaged survey responses: New evidence using response time metadata. Applied Measurement in Education, 32:2, 151-165. (article)

Kuhfeld, M., Gershoff, E., & Paschall, K. (2018). The development of racial/ethnic and socioeconomic achievement gaps during the school years. Journal of Applied Developmental Psychology,57, 62-73. (article)

Jensen, N., Rice, A., & Soland, J. (2018). The influence of rapidly guessed item responses on teacher value-added estimates: Implications for policy and practice. Educational Evaluation and Policy Analysis,40(2), 267-284. (article)

Soland, J. (2018). Are achievement gap estimates biased by differential student test effort? Putting an important policy metric to the test. Teachers College Record, 120(12). (article)

Soland, J. (2018). The achievement gap or the engagement gap? Investigating the sensitivity of gaps estimates to test motivation. Applied Measurement in Education. 31(4), 312-323. (article)

Matta, T. H., & Soland, J. (2018). Predicting time to reclassification for English learners: A joint modeling approach. Journal of Educational and Behavioral Statistics, 1076998618791259. (article)

Wise, S. L. (2018). Controlling construct-irrelevant factors through computer-based testing: Disengagement, anxiety, & cheating. Education Inquiry. (article)

Tarasawa, B., Gotwals Wenk, A., & Jackson, C. (2018). Seven successful strategies for literate assessment. Principal Leadership. (article)

 

Working Papers

Soland, J. & Thum, Y.M. (2019). School effectiveness, summer loss, and federal accountability: Applying the compound polynomial model in a program evaluation context. (The Collaborative for Student Growth at NWEA Working Paper) (working paper) (research brief)

Soland, J., Thum, Y.M., and King, G. (2019) Reconciling Long-term Education Policy Goals with Short-term School Accountability Models: Evidence and Implications from a Longitudinal Study. (The Collaborative for Student Growth at NWEA Working Paper) (working paper) (research brief)

Soland, J. (2019) English language learners, self-efficacy, and the achievement gap: understanding the relationship between academic and social-emotional growth. (The Collaborative for Student Growth at NWEA Working Paper) (working paper) (research brief)

Kuhfeld, M.& Soland, J. (2019) Using Assessment Metadata to Quantify the Impact of Test Disengagement on Estimates of Educational Effectiveness. (The Collaborative for Student Growth at NWEA Working Paper) (working paper) (research brief)

 

Recent Presentations & Invited Talks

Soland, J. (2018). Springboard to success: How social and emotional learning helps students in getting to, through and beyond College. ETS.

Busteed, B. & Tarasawa, B. (2018). What evidence do we have that we are preparing students to success in life? National Forum on Education Policy, Washington, DC.

Thum, Y.M. (2018). The vertical, interval scale assumption of a computerized adaptive test:  Predictive evidence from additive conjoint measurement. International Test Commission, Montreal, Canada.

Soland, J. (2018). Social-emotional learning (SEL) and its connection to growth in math and reading achievement, especially for English learners. California Office to Reform Education (CORE). Virtual Conference.

Kingsbury, G. G. (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, J. (2019). Measuring social-emotional learning over time: Implications for education and evaluation. Society for Research on Educational Effectiveness. Washington, D.C.

Kuhfeld, M& Soland, J. (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, J. (2019). Do math self-efficacy and achievement develop in tandem? Evidence and implications. Society for Research on Educational Effectiveness. Washington, D.C.

Hauth, N., Madrid, F., & Tarasawa, B. (2019). Ready to learn: Easing transition to kindergarten. SXSW EDU.

Farley-Ripple, E., Tarasawa, B., & Jennings, A. (2019). Understanding the leverage points: Using data to support instructional decision making. Association for Supervision and Curriculum Development. Chicago, IL.

Soland, J. (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.

Davis-Kean, P.E., Domina, T., Kuhfeld, M., Ellis, A. & Gershoff, E.T. (2019) Early math skills and enrollment in Algebra in 9th American Educational Research Association. Toronto, Canada.

Soland, J. (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, J.,Kuhfeld, M,& Thum, Y.M. (2019). Innovative approaches in estimating seasonal achievement: Implications for methods, policy, and practice. American Educational Research Association. Toronto, Canada.

Thum, Y.M. (2019). Modeling growth and adding curves: The compound polynomial for seasonal time-series. American Educational Research Association. Toronto, Canada.

Kuhfeld, M(2019). Seasonal comparisons of black-white achievement gap. American Educational Research Association. Toronto, Canada.

Soland, J.(2019). Estimating school contributions to growth in the presence of seasonality. American Educational Research Association. Toronto, Canada.

Apgar, K. Ralston, N. Thul, M., Trollinger, D., Waggoner, J. & Tarasawa, B. (2019). Longitudinal impacts of a pre-kindergarten summer program on attendance and early literacy skills. American Educational Research Association. Toronto, Canada.

Wise, S. (2019). The psychometric costs of disengaged test taking. National Council on Measurement in Education. Toronto, Canada.

Monroe, S., Kuhfeld, M., Kibrislioglu, N. (2019). Level-specific evaluation of model fit in Item Response Theory. National Council on Measurement in Education. Toronto, Canada.

Thum, Y.M.Kuhfeld, M., & Soland, J., (April, 2019). Scales and norms for achievement and growth: Approaches and applications. National Council on Measurement in Education. Toronto, Canada.

Thum, Y.M. & Kuhfeld, M.(2019). Developing performance and growth norms for students and schools. National Council on Measurement in Education. Toronto, Canada.

Kuhfeld, M.& Thum, Y.M.(2019). Visualizing student and school achievement and growth using Shiny. National Council on Measurement in Education. Toronto, Canada.

Soland, J. & Thum, Y.M.(2019). Empirical benchmarks from growth norms: School ICCs for gender gaps and summer loss. National Council on Measurement in Education. Toronto, Canada.

Wise, S., Soland, J., & Dupray, L. (2019). The impact of technology-enhanced items on test-taker engagement. National Council on Measurement in Education. Toronto, Canada.

Soland, J.Kuhfeld, M. (2019). Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness.National Council on Measurement in Education. Toronto, Canada.

Javurek, A., Paul, J., Lazarus, S., Barker, E., & Tosky, B. (June 2019). The inconsistencies between state assessment accommodation policies and interim assessment accommodations. Council of Chief State School Officers. Orlando, FL.

Kingsbury, G. G. & Wise, S. L. (June 2019). Three measures of test adaptation based on optimal test information. International Association for Computerized Adaptive Testing Conference, Minneapolis, MN.

Kingsbury, G. G. (June 2019). Verifying the characteristics of a vertical scale within the context of an adaptive test. International Association for Computerized Adaptive Testing Conference, Minneapolis, MN.

Thum, Y.M. & Kuhfeld, M.(June 2019). Realigning the scale of one item pool to another: IRT linking using growth data. International Association for Computerized Adaptive Testing Conference, Minneapolis, MN.

Tarasawa, B.,Farley-Ripple, E., & Hegedus, A. (June 2019). Unpacking teachers’ use of MAP for instructional decisions: lessons from Univ of DE research partnership. St. Louis, MO.

Kuhfeld, M.& Soland, J. (July 2019). Measuring the relationship between test disengagement and underlying ability. International Meeting of the Psychometric Society. Santiago, Chile.

Soland, J. & Kuhfeld, M.(July 2019). Examining consequences of different theories for the speed-accuracy tradeoff using MIRT. International Meeting of the Psychometric Society. Santiago, Chile.

Soland, J.Kuhfeld, M., & Llamas, S. (October 2019).  Measuring the development of social-emotional learning skills: Findings from a district-research partnership. CASEL Social and Emotional Learning Exchange, Chicago, IL.

 

Media Opportunities & Mentions

Sparks, S. (2018, July 17). Summer learning gaps worsen in higher grades, just not the way you think. Ed Week. (article)

The Press-Enterprise. (2018, July 19). Moreno Valley classes aim to keep last year’s lessons fresh amid summer fun. (article)

Stark, L. (2018, August 14). This kindergarten sneak previous helps families hit the ground. PBS’s NewsHour. (video and transcript)

Arce-Trigatti, P. (2019). Transitioning to kindergarten: What three RPPs find on district-led programs. NNERP Extra Magazine. (article)

Blogs

Kuhfeld, M. (2018, July 16). Summer learning loss: What we know and what we’re learning. (blog)

Tarasawa, B. (2018, August 24). PBS’s NewsHour features Portland Public Schools and NWEA Research. (blog)

Kuhfeld, M. (2018, September 4) Summer learning loss: Does it widen the achievement gap? (blog)

Tarasawa, B.  (2018, September 27).Three research-based culturally responsive teaching strategies. (blog)

Tarasawa, B. (2018, October 26). Seven successful strategies for literate assessment. (blog)