Research brief
Impacts of school entry age on academic growth through second grade
Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.
By: Angela Johnson, Megan Kuhfeld
Topics: Student growth & accountability policies, Early learning
COVID-19 school closures will likely affect student academic achievement. Research on summer learning loss offers insights to help plan for and address some potential impacts of this extended pause when students return to school.
By: Megan Kuhfeld, Beth Tarasawa
Topics: COVID-19 & schools, Equity, Seasonal learning patterns & summer loss
The purpose of this literature review is to study the advantages and limitations of various through-course summative assessment models with the goal of informing the design of the NWEA through-year solution.
By: Garron Gianopulos
Topics: Test design, Computer adaptive testing
The impact of technology-enhanced items on test-taker disengagement
Can technology-enhanced items increase student engagement on assessments? A new study provides insight.
By: Steven Wise, James Soland, Laurence Dupray
Topics: School & test engagement, Innovations in reporting & assessment
When does inequality grow? School, summer, and achievement gaps
What role does schooling play in the development of racial and ethnic inequalities in academic skills? An analysis of 2M students provides insights into seasonal learning and achievement gaps.
By: Megan Kuhfeld, Dennis Condron, Douglas Downey
Measuring the impact of test disengagement on estimates of educational effectiveness
Learn more about our examination of student disengagement and how it may bias estimates of effectiveness based on observed test results.
By: Megan Kuhfeld, James Soland
Topics: Measurement & scaling, School & test engagement, Student growth & accountability policies
What happens when test takers disengage? Understanding and addressing rapid guessing
How does rapid-guessing differ from solution behavior? Research provides insight into test disengagement and how disengagement should be managed in scoring.
By: Steven Wise, Megan Kuhfeld