English Language Learners, self-efficacy, and the achievement gap
By: James Soland
Learn more about the relationship between self-efficacy and the persistence of achievement gaps for English Language Learners.
View research brief
The Universal Design for Learning (UDL) framework, formative assessment strategies, student data, and individualized or small-group instruction can help educators provide quality instruction for students with in distance learning.
By: Elizabeth Barker
Do response styles affect estimates of growth on social-emotional constructs? Evidence from four years of longitudinal survey scores
This study explored how response style affects estimates of growth.
New research predicts steep COVID learning losses will widen already dramatic achievement gaps within classrooms
New research conducted by the nonprofit assessment organization NWEA predicts that teachers are likely to see an even broader array of achievement gaps when schools reopen.
Many questions remain as experts weigh options for getting children back into the classroom.
The New York Times (2020, June 6)
This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students.
The abrupt switch to remote learning wiped out academic gains for many students in America, and widened racial and economic gaps. Catching up in the fall won’t be easy.
The New York Times (2020, June 5)
In this Brookings Brown Center Chalkboard blog, James Soland shares new research projections on potential impacts of COVID-19 school closures on student achievement, how wide the range in achievement might be between high and low-performing students, and what this may mean for educators.