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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Megan Kuhfeld shares surprising early findings from her work exploring patterns in students’ summer learning loss.
Mentions: Megan Kuhfeld
On this Education Talk Radio Pre K – 20 radio show, host Larry Jacobs talks with NWEA’s Elizabeth Barker and Brian Tosky about universal design for learning and more.
Making digital content accessible for all. Education Talk Radio Pre K-20
Mentions: Elizabeth Barker
This study examined the relationships between poverty and a school’s academic performance (both student achievement and growth). Educators, advocates, and policymakers can use these data to shape how people look at the performance of schools in their communities and to inform education policy (e.g., the effect of evaluating schools based on achievement vs. growth).
By: Andrew Hegedus
This study examined developmental trends in academic achievement gaps between poverty and race/ethnicity groups from school entry to middle school using two large longitudinal data sets. We used time-varying effect modeling (TVEM) to estimate how the associations among race/ethnicity, poverty status, and math and reading achievement vary across continuous age from age 5 to age 15.
By: Megan Kuhfeld, Elizabeth Gershoff, Katherine Paschall
Are achievement gap estimates biased by differential student test effort? Putting an important policy metric to the test.
This study examines whether test effort differs by student subgroup, including by race and gender. The sensitivity of achievement gap estimates to any differences in test effort is also considered.
By: James Soland
The achievement gap or the engagement gap? Investigating the sensitivity of gaps estimates to test motivation
Achievement gaps are a metric of fundamental importance to U.S. practice and policy. Gap estimates are often used to measure the effectiveness and fairness of the education system at a given point in time, over the course of decades, and as children progress through school.
By: James Soland
This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.
By: Beth Boroson, Elizabeth Barker, Xueming Li