How to support ELL students: A Q&A with Dr. Jim Soland
By: James Soland
In this interview, James Soland discusses his research exploring the connection between social-emotional learning and growth in achievement for English language learner students.
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.
Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
English Learners (ELs) lag behind their peers in postsecondary attainment. New research reports findings from the first three years of an intervention that offers Early College opportunities in high schools serving large EL populations.
By: Angela Johnson, Diana Mercado-Garcia
This article explores the complexities teachers face in determining when English Learner students near the proficiency threshold should be reclassified, and provides important recent research findings to help guide the decision-making process.
By: Angela Johnson, Claude Goldenberg
Estimating student growth on psychological and social-emotional constructs: A comparison of multiple scoring approaches
Through a series of simulation and empirical studies, we produce scores in a single-cohort repeated measure design using sum scores as well as multiple IRT approaches and compare the recovery of growth estimates from longitudinal growth models using each set of scores.
Do response styles affect estimates of growth on social-emotional constructs? Evidence from four years of longitudinal survey scores
In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results.