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.

Using a nationally representative dataset with thousands of measures, I employ data reduction techniques to identify a handful of variables that are the strongest predictors of college readiness and understand what they measure.

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.

Evidence that suggests principals’ knowledge and skills in relation to assessment leadership—such as incorporating professional development, use of assessment data in classroom planning, and nurturing professional collaboration on matters of student achievement and instruction—are of fundamental importance to building assessment literacy among their teachers.

Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K-12 education by considering the manner in which student LS are assessed and the extent to which they have informed K-12 instruction.

Strategies from the Multnomah County Partnership for Education Research can help strengthen student-teacher relationships and improve student achievement.

Beth Tarasawa and colleagues share research-based assessment practices that support classroom learning.