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.
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
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
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
By: Angela Johnson, Megan Kuhfeld, Greg King
Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.
By: Angela Johnson, Megan Kuhfeld
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
Four-day school weeks have proliferated across the United States, but little is known about their implementation or their effects on students. This study uses district-level data from Oklahoma to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school.
By: Emily Morton