Educational assessments must include accommodations in the pursuit of accessibility for all, but the development and drive for accommodations on assessments is everchanging. This paper looks to review the accommodations landscape— discovering the past, highlighting our present progress, and uncovering new areas to explore.

In this study, we examine seasonal patterns of racial/ethnic achievement gaps in kindergarten through eighth grade using a national sample of over two million students.

This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicated kindergarteners in 2017 have slightly lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.

In this study, we apply the Compound Polynomial or “CP” model in a school evaluation context. The CP model addresses the seasonality of student test scores by simultaneously estimating between- and within-year growth.

What role does schooling play in the development of racial and ethnic inequalities in academic skills? An analysis of 2M students provides insights into seasonal learning and achievement gaps.

This study provides the first national insight into trends and disparities in the academic skills of children at school entry for students who began kindergarten between 2010 and 2017.

Learn more about the effect of seasonality on estimates of school effectiveness and how ignoring summer loss can impact which schools are identified as low performers.