Are social-emotional learning competencies stable over time? Implications for practice, policy, and evaluation
Social-emotional learning competencies are important for student success, but are they stable over time? This study explores this question and the implications for teachers and schools.
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Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
Important educational policy decisions, like whether to shorten or extend the school year, often assume that growth in achievement is linear through the school year. This research examines this untested assumption using data from seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year.
Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation.
By: Steven Wise
Do response styles affect estimates of growth on social-emotional constructs? Evidence from four years of longitudinal survey scores
In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results.
This study extends the work of Reckase, Zu, and Kim (2019) by introducing three new measures of test adaptation.
Topics: Measurement & scaling
Estimating student growth on psychological and social-emotional constructs: A comparison of multiple scoring approaches
Through a series of simulation and empirical studies, we produce scores in a single-cohort repeated measure design using sum scores as well as multiple IRT approaches and compare the recovery of growth estimates from longitudinal growth models using each set of scores.