Growth modeling
NWEA 2020 MAP Growth Achievement Status and Growth Norms for Students and Schools
The 2020 MAP Growth Norms report presents mathematics, reading, language arts and science achievement and growth patterns for students attending public schools across the U.S. It includes details on the methodological approach, information on MAP Growth assessments, the tested student population and post-stratification weighting, growth modeling, and implications of the study for research and practice, as well as tables showing student and school status and growth norms, status percentiles, growth distributions, and growth percentiles
Topics: Growth modeling, Measurement & scaling
This study explored how response style affects estimates of growth.
By: James Soland, Megan Kuhfeld
Topics: Growth modeling, Measurement & scaling, Social-emotional learning
The learning curve: Revisiting the assumption of linear growth across the school year
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.Ā 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.
By: Megan Kuhfeld, James Soland
Topics: Growth modeling, Measurement & scaling, Seasonal learning patterns & summer loss
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.
By: James Soland, Megan Kuhfeld
Topics: Growth modeling, Measurement & scaling, Social-emotional learning
This paper contributes novel causal evidence for the impacts of kindergarten entry age on academic growth in the first three years of school.
By: Angela Johnson, Megan Kuhfeld
Topics: Growth modeling, Early learning
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.
By: Megan Kuhfeld, James Soland
Topics: Growth modeling, Social-emotional learning
Do studentsā social-emotional learning (SEL) skills in middle school predict being off-track to graduate high school?
By: James Soland, Megan Kuhfeld
Topics: Growth modeling, Social-emotional learning