Student growth & accountability policies
A majority of states include student growth estimates in accountability measures. Research suggests that policies holding schools accountable for growth, rather than achievement alone, are likely to support efforts around college readiness and other important long-term student outcomes. Our research provides insight to help inform measurement of academic achievement and growth for students and schools.
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
By: Shannon Bi, Emily Wolk
Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.
Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
In this interview, James Soland discusses his research exploring the connection between social-emotional learning and growth in achievement for English language learner students.
By: James Soland
Educational assessments must include accommodations in the pursuit of accessibility for all, but the development and drive for accommodations on assessments is everchanging. This paper looks to review the accommodations landscape— discovering the past, highlighting our present progress, and uncovering new areas to explore.
By: Elizabeth Barker
Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness
In this study, we examine the impact of two techniques to account for test disengagement—(a) removing unengaged test takers from the sample and (b) adjusting test scores to remove rapidly guessed items—on estimates of school contributions to student growth, achievement gaps, and summer learning loss.
Examining the state-trait composition of social-emotional learning constructs: Implications for practice, policy, and evaluation
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).