Journal article
How can leaders in education better understand and address opportunity gaps in course-taking? District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach.
By: Teresa Ketelsen, Beth Tarasawa
Topics: Empowering educators, Equity, High school
ELLs on the cusp: Should we reclassify?
This article explores the complexities teachers face in determining when English Learner students near the proficiency threshold should be reclassified, and provides important recent research findings to help guide the decision-making process.
By: Angela Johnson, Claude Goldenberg
Topics: Equity, English Language Learners
The impact of test-taking disengagement on item content representation
Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
Three measures of test adaptation based on optimal test information
This study extends the work of Reckase, Zu, and Kim (2019) by introducing three new measures of test adaptation.
Topics: Measurement & scaling
The impact of English Learner reclassification on high school reading and academic progress
This study estimates the causal impact of 8th grade English learner (EL) reclassification on high school English language arts (ELA) standardized test scores, SAT (Scholastic Aptitude Test) reading, and on-track to graduate status.
By: Angela Johnson
Topics: High-growth schools & practices, English Language Learners, Reading & language arts
This study investigates whether rapid guessing is a stable trait-like behavior or if rapid guessing is determined mostly by situational variables, and whether rapid guessing over the course of several tests is associated with certain psychological and background measures. We find that rapid guessing tends to be more state-like compared to academic achievement scores, which are fairly stable and that repeated rapid guessing is strongly associated with studentsā academic self-efficacy and self-management scores.
By: James Soland, Megan Kuhfeld
Topics: Measurement & scaling, School & test engagement, Social-emotional learning
A posterior predictive model checking method assuming posterior normality for item response theory
This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.
By: Megan Kuhfeld
Topics: Growth modeling