Important educational policy decisions, like whether to shorten or extend the school year, often assume that growth in achievement is linear through the school year. This research examines this untested assumption using data from seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year.
Estimating student growth on psychological and social-emotional constructs: A comparison of multiple scoring approaches
Through a series of simulation and empirical studies, we produce scores in a single-cohort repeated measure design using sum scores as well as multiple IRT approaches and compare the recovery of growth estimates from longitudinal growth models using each set of scores.
Do response styles affect estimates of growth on social-emotional constructs? Evidence from four years of longitudinal survey scores
In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results.
Impacts of school entry age on academic growth through 2nd Grade: A multi-state regression discontinuity analysis
This paper contributes novel causal evidence for the impacts of kindergarten entry age on academic growth in the first three years of school.
This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.
By: Megan Kuhfeld
Topics: Growth modeling
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
Schools are increasingly held accountable for their contributions to students’ academic growth in math and reading. Under The Every Student Succeeds Act, most states are estimating how much schools improve student achievement over time and using those growth metrics to identify the bottom 5% of schools for remediation.