When does inequality grow? School, summer, and achievement gaps
By: Megan Kuhfeld, Dennis Condron, Douglas Downey
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.
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Strategies from the Multnomah County Partnership for Education Research can help strengthen student-teacher relationships and improve student achievement.
By: Beth Tarasawa
Learn what research shows about how the use of achievement data as the predominant metric for determining school success may perpetuate education inequity.
By: Andrew Hegedus
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 order to ask students to be vulnerable in talking about how they have been exposed to, and impacted by, society’s messages about race, gender, and sexual identity, we have a responsibility to first demonstrate that vulnerability ourselves. Thus, our work is more about “being” than “doing.” Modeling honest self-assessment allows us to ask students to be reflective about their relationship to power, privilege, and oppression.
By: Angelica Paz Ortiz, Beth Tarasawa, Jack Straton, Noelle Al-Mustaifry, Anmarie Trimble
School effectiveness, summer loss, and federal accountability: Applying the compound polynomialmodel in a program evaluation context
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.
This study improves upon previous research by addressing this dimension of heterogeneity and reporting detailed by-subject analyses.
By: Angela Johnson
his study describes a convergent validity analysis of the SEDA growth estimates in mathematics and English Language Arts (ELA) by comparing the SEDA estimates against estimates derived from NWEA’s MAP Growth assessments.
By: Megan Kuhfeld, Thurston Domina, Paul Hanselman