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.

Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management).

Although several common threshold methods are based on rapid guessing response accuracy or visual inspection of response time distributions, this paper describes a new information-based approach to setting thresholds that does not share the limitations of other methods.

How do you help make sure students give their best effort on testing day? New research on student test engagement shows how proctor notification can make a significant impact.

Is social-emotional learning (SEL) a set of discrete skills or a broader competency? New research provides insights.

In this study, we introduce those disengagement metrics for a policy and evaluation audience, including how disengagement might bias estimates of educational effectiveness. Analytically, we use data from a state administering a computer-based test to examine the effect of test disengagement on estimates of school contributions to student growth, achievement gaps, and summer learning loss.

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.