How to promote equity in advanced coursework participation: Three strategies for closing the gaps—and retaining students
By: Teresa Ketelsen, Beth Tarasawa
How can leaders in education better understand and address opportunity gaps in course-taking? District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach.
This article was published outside of NWEA. The full text can be found at the link above.
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.
This article offers insight and guidance on issues to think about before tests are used as an evaluation tool and to help ensure better choices are made about the role test scores play in a teacher’s evaluation.
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.
The problems faced within education resemble the problems in many social settings in that they lack clear definitions, have many potential causes, lack simple solutions, and defy straightforward measurement. In this article, Andrew Hegedus shares a view on the types of problems faced in education and outlines key characteristics of a process that begins with collecting data and ends with evaluating progress.
By: Andrew Hegedus
Complementing traditional quantitative measures with more qualitative tools can help determine college and career readiness.
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.