Self-efficacy and the ELL achievement gap
By: James Soland
In this webinar, learn more about the relationship between self-efficacy and the achievement gap for English Language Learners (ELLs).
Creating tests and items from the beginning with Universal Design for Learning in mind, removing barriers by adding alt-tags, and incorporating more culturally rich materials are all steps NWEA is doing to improve our equity for all students.
By: Elizabeth Barker
The nearly 10 million English Language Learners (ELLs) represent the fastest-growing segment of the US’s public school student population. While research continually finds that ELL parents, generally speaking, place a high value on their children’s education, many immigrant, refugee, and ELL parents experience their relationships with their children’s schools very differently from mainstream English-speaking families.
By: Beth Tarasawa, Jacqueline Waggoner
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.
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.
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.
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.