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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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.
This study estimates the causal impact of 8th grade English learner (EL) reclassification on high school English language arts (ELA) standardized test scores, SAT (Scholastic Aptitude Test) reading, and on-track to graduate status.
By: Angela Johnson
In this interview, James Soland discusses his research exploring the connection between social-emotional learning and growth in achievement for English language learner students.
By: James Soland
In this interview, Andrew Hegedus shares the origins of his work exploring the relationship between poverty and school performance, implications for educators, and where his research is headed next.
Mentions: Andrew Hegedus
Do students rapidly guess repeatedly over time? A longitudinal analysis of student test disengagement, background, and attitudes
This study investigates whether rapid guessing is a stable trait-like behavior or if rapid guessing is determined mostly by situational variables, and whether rapid guessing over the course of several tests is associated with certain psychological and background measures. We find that rapid guessing tends to be more state-like compared to academic achievement scores, which are fairly stable and that repeated rapid guessing is strongly associated with students’ academic self-efficacy and self-management scores.