Growth patterns and distance learning tips for students who are deaf and hard of hearing webinar
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, Jessica Meissner, North Cooc
In this webinar, Dr. Stephanie Cawthon and colleagues share new research following the academic growth trajectories of students who are deaf or hard of hearing (DHH) from grades 2-8. The data show that growth over time tells a different story than studies limited to growth within a year, with students continuing to grow and acquire literacy skills well into middle school. In the second presentation, Jessica Meissner, the Director of Curriculum and Instruction at the Rochester School for the Deaf, shares tips for supporting students who are DHH in distance learning.See More
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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.
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.
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.
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 examined the utility of response time-based analyses in understanding the behavior of unmotivated test takers. For an adaptive achievement test, patterns of observed rapid-guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent unmotivated test taking behavior.
The effective use of student and school descriptive indicators of learning progress: From the conditional growth index to the learning productivity measurement system
Modeling student growth has been a federal policy requirement under No Child Left Behind (NCLB). In addition to tracking student growth, the latest Race To The Top (RTTP) federal education policy stipulates the evaluation of teacher effectiveness from the perspective of added value that teachers contribute to student learning and growth. Student growth modeling and teacher value-added modeling are complex.
By: Yeow Meng Thum
Creating tests and items from the beginning with Universal Design for Learning in mind, removing barriers by adding alt-tags, and incorporating more culturally rich materials are all steps NWEA is doing to improve our equity for all students.
By: Elizabeth Barker