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.

This paper contributes novel causal evidence for the impacts of kindergarten entry age on academic growth in the first three years of school.

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.

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.

Math experts detail an elegant new approach to teaching this conceptual cornerstone of advanced mathematics.

Karen Rambo-Hernandez shares insights from her work exploring how schools and districts can improve opportunities for students by changing the reference group for identifying gifted students.

A summer school program for high school English learners who have lived in the U.S. for less than three years increased the number of core courses those students took that are required for graduation.