Start now for a coherent assessment system in the fall
By: Patrick Meyer, G. Gage Kingsbury
How should states, districts, and schools consider using assessment to support instruction when school begins again in the fall? [NCIEA CenterLine blog]
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Developing practitioner-scholars though university-school district research partnerships: Multiple perspectives on collaborative research
This article details the early kindergarten transition (EKT) program evaluation study conducted by a university–district partnership, as well as testimony from district leadership on the utility of the research deliverables and the longterm benefits of the research collaboration.
By: Beth Tarasawa, Nicole Ralson, Jacqueline Waggoner
Topics: Empowering educators
This study investigates the use of screening assessments within the increasingly popular Response to Intervention (RTI) framework, specifically seeking to collect concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework.
By: Beth Tarasawa, Nicole Ralston, Jacqueline Waggoner, Amy Jackson
In this podcast, Nate Jensen discusses the value of assessments aligned to the Common Core State Standards and the misconceptions that accompanied the implementation of new assessments in some states.
Learning First Alliance, Get It Right podcast
Mentions: Nate Jensen
Predictive analytics in education can offer a benefit as long as educators heed the differences between how the tools are used in industry and how they should be used differently in schooling. Perhaps most important, teachers already know a great deal about their students — far more than an investor knows about a stock or a baseball scout about an up-and-coming pitcher.
By: James Soland
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
Most of us believe that when individuals have goals, their performance improves, and this belief is being put to the test in schools today. In an effort to create alignment between district and school improvement efforts, teachers are more likely than ever to have formal performance goals.
By: Andrew Hegedus
Complementing traditional quantitative measures with more qualitative tools can help determine college and career readiness.