Using test scores for teacher evaluation: Why caution is necessary
TASA INSIGHT Magazine, 28(1), 15–17.
This article offers insight and guidance on issues to think about before tests are used as an evaluation tool and to help ensure better choices are made about the role test scores play in a teacher’s evaluation.
This article was published outside of NWEA. The full text can be found at the link above.
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.
Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
What can educators do right now to address the potential learning shortfall from COVID-19 school closures in the fall and help students catch up? Here are seven recommendations.
How to promote equity in advanced coursework participation: Three strategies for closing the gaps—and retaining students
How can leaders in education better understand and address opportunity gaps in course-taking? District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach.
By: Teresa Ketelsen, Beth Tarasawa
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.
By: Beth Tarasawa
In this interview, James Soland discusses his research exploring the connection between social-emotional learning and growth in achievement for English language learner students.
By: James Soland