Identifying students who are off-track academically in ninth grade – the role of social-emotional learning trajectories
Do students’ social-emotional learning (SEL) skills in middle school predict being off-track to graduate high school?
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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.
In this CASEL Measuring SEL blog, James Soland shares how work with Santa Ana Unified School District led to new insights on how item response times and test metadata may provide insight into student SEL.
By: James Soland
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
In this study, we examine whether behaviors indicative of academic disengagement like chronic absenteeism and course failures are related to behaviors indicative of test disengagement like rapidly guessing on items.
Evidence that suggests principals’ knowledge and skills in relation to assessment leadership—such as incorporating professional development, use of assessment data in classroom planning, and nurturing professional collaboration on matters of student achievement and instruction—are of fundamental importance to building assessment literacy among their teachers.
By: Beth Tarasawa, Amelia Wenk Gotwals, Cara Jackson
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 visualization presents findings from our report Evaluating the Relationships Between Poverty and School Performance and gives you the chance to explore how your school site compares to schools from the sample.
By: Andrew Hegedus