This dissertation for the University of Oregon examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement.

This study uses an analytic example to explore whether metadata might help illuminate such constructs. Specifically, analyses examine whether the amount of time students spend on test items (after accounting for item difficulty and estimates of true achievement), and difficult items in particular, tell us anything about the student’s academic motivation and self‐efficacy.

What can we glean about students’ social-emotional learning from how long they spend on math test questions? New research shows promise and limitations of using response time metadata to measure SEL.

Math experts detail an elegant new approach to teaching this conceptual cornerstone of advanced mathematics.

Learn what research shows about the variation in math skills early learners have when they enter kindergarten and ways to support building of these foundational skills.

The four-day school week (4dsw) is growing in popularity, especially in rural areas across the western United States. RAND researchers conducted a study of the implementation and outcomes of the 4dsw in numerous districts across Idaho, New Mexico, and Oklahoma, as well as administrative data from these and other states. The analyses resulted in mixed findings, with small cost savings and high satisfaction for teachers, families, and students, but lower test scores related to the 4dsw. Given these mixed findings, communities are likely to make different choices about the 4dsw depending on their goals and the local context.