Research

This Stream includes all of our Research Flipbooks

  • Trends in Children's Academic Skills at School Entry: 2010 - 2017

    Trends in Children's Academic Skills at School Entry: 2010 - 2017

    This study provides the first national insight into trends and disparities in the academic skills of children at school entry for students who began kindergarten between 2010 and 2017.

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  • The Impact of Technology-Enhanced Items on Test-Taker Disengagement

    The Impact of Technology-Enhanced Items on Test-Taker Disengagement

    Can technology-enhanced items increase student engagement on assessments? A new study provides insight.

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  • Measuring Social-Emotional Learning – the Tradeoff Between Measuring Narrower Skills Versus Broad Competencies

    Measuring Social-Emotional Learning – the Tradeoff Between Measuring Narrower Skills Versus Broad Competencies

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

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  • Can Item Response Times Provide Insight into Students’ Motivation and Self-Efficacy in Math

    Can Item Response Times Provide Insight into Students’ Motivation and Self-Efficacy in Math

    What can we glean about students’ social-emotional learning from how long they spend on math test questions? New research shows promise and limitations of using response time metadata to measure SEL.

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  • Identifying students who are off-track academically in ninth grade – the role of social-emotional learning trajectories

    Identifying students who are off-track academically in ninth grade – the role of social-emotional learning trajectories

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  • When Does Inequality Grow? School Years, Summers, and Achievement Gaps

    When Does Inequality Grow? School Years, Summers, 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.

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  • Are Social-Emotional Learning Competencies Stable Over Time? Implications for Practice, Policy, and Evaluation

    Are Social-Emotional Learning Competencies Stable Over Time? Implications for Practice, Policy, and Evaluation

    Social-emotional learning competencies are important for student success, but are they stable over time? This study explores this question and the implications for teachers and schools.

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  • Validating the SEDA Measures of District Educational Opportunities Via a Common Assessment

    Validating the SEDA Measures of District Educational Opportunities Via a Common Assessment

    SEDA provides a unique measure of educational opportunity across the United States. New research supports SEDA achievement scores, but also reveals some differences in growth estimates.

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  • The Impact of Proctor Notification When Students Disengage

    The Impact of Proctor Notification When Students Disengage

    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.

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  • What Happens When Test Takers Disengage?

    What Happens When Test Takers Disengage?

    How does rapid-guessing differ from solution behavior? Research provides insight into test disengagement and how disengagement should be managed in scoring.

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  • The Relationship Between Test-Taking Disengagement and Performance on MAP Growth Retests

    The Relationship Between Test-Taking Disengagement and Performance on MAP Growth Retests

    Recent research explores whether rapid-guessing behavior reflects a lack of knowledge or disengagement from the assessment, and how student motivation impacts gains when students are retested.

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  • Are Achievement Gap Estimates Biased by Differential Student Test Effort?

    Are Achievement Gap Estimates Biased by Differential Student Test Effort?

    New research shows that test effort differs substantially across student gender and racial subgroups. What does this mean for achievement gap estimates?

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  • Summer Learning Loss: Exploring Old Questions with New Data

    Summer Learning Loss: Exploring Old Questions with New Data

    What do we really know about summer learning loss? Learn how new data expands our understanding of patterns and possible causes of loss, and potential policies to improve summer learning.

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  • When Does Inequality Grow?

    When Does Inequality Grow?

    What role does schooling play in the development of racial and ethnic inequalities in academic skills? An analysis of 2M students provides new insights into seasonal learning and achievement gaps.

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  • Absenteeism and Achievement

    Absenteeism and Achievement

    In partnership with Santa Ana Unified School District, we explore the impact of chronic absenteeism on student achievement over two years and whether missing 10% of days is too late to take action.

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  • Research and Innovation Centers Fact Sheet

    Research and Innovation Centers Fact Sheet

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  • Measuring the Impact of Test Disengagement on Estimates of Educational Effectiveness

    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.

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  • Full Report Measuring the Impact of Test Disengagement on Estimates of Educational Effectiveness

    Full Report 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.

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  • English Language Learners, Self-efficacy, and the Achievement Gap

    English Language Learners, Self-efficacy, and the Achievement Gap

    Learn more about the relationship between self-efficacy and the persistence of achievement gaps for English Language Learners.

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  • Full Report English Language Learners, Self-efficacy, and the Achievement Gap

    Full Report English Language Learners, Self-efficacy, and the Achievement Gap

    In this report, Collaborative researchers use estimates of growth in achievement and self-efficacy to see how underlying developmental processes relate for English Language Learners in middle school.

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