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).
In this Brookings Brown Center Chalkboard blog, James Soland shares new research projections on potential impacts of COVID-19 school closures on student achievement, how wide the range in achievement might be between high and low-performing students, and what this may mean for educators.
This study leveraged a racially/ethnically diverse sample of third and fourth grade students and teachers in a large, urban district to investigate whether stable student and teacher characteristics (e.g., sex) and observed quality of classroom interactions influenced change in students’ perceptions of interactions with their teacher.
By: Catherine Corbin, Erik Ruzek, Jason Downer, Amy Lowenstein, Joshua Brown
This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students.
The abrupt switch to remote learning wiped out academic gains for many students in America, and widened racial and economic gaps. Catching up in the fall won’t be easy.
The New York Times (2020, June 5)
Many questions remain as experts weigh options for getting children back into the classroom.
The New York Times (2020, June 6)
New research predicts steep COVID learning losses will widen already dramatic achievement gaps within classrooms
New research conducted by the nonprofit assessment organization NWEA predicts that teachers are likely to see an even broader array of achievement gaps when schools reopen.
The Universal Design for Learning (UDL) framework, formative assessment strategies, student data, and individualized or small-group instruction can help educators provide quality instruction for students with in distance learning.
By: Elizabeth Barker