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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Research video news brief: Projecting the potential impact of COVID-19 school closures on academic achievement
In this AERA video brief, Megan Kuhfeld shares major findings and implications of preliminary projections of the potential impact of COVID-19-related school closures in spring 2020 on student learning, published this month in Educational Researcher.
In this webinar, learn what new research shows about the academic growth trajectories of students who are deaf or hard of hearing (DHH), and tips for supporting students who are DHH in distance learning.
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, Jessica Meissner, North Cooc
In this Stanford Center for Education Policy Analysis seminar, Megan Kuhfeld discusses projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year and outlines on-going work to measure student learning between the 2019-20 and 2020-21 school years.
By: Megan Kuhfeld
Data on children’s academic preparation at kindergarten entry tell a story of both declining achievement and shrinking gaps.
By: Christine Pitts, Megan Kuhfeld
This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.
By: Angela Johnson
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.
By: Mark Murphy, Angela Johnson
Assessment education: Bridging research, theory, and practice to promote equity and student learning
This book focuses on practical uses of assessment in education and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps.
Edited by: Beth Tarasawa, Amelia Gotwals, Cara Jackson