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.

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.

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).

This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.

This study investigates the impact of a teacher professional development (PD) program in rural Rwanda, part of a randomized controlled trial of Save the Children’s early literacy intervention, “Literacy Boost.”

In this study, repeated measures of math achievement and self-efficacy are used to fit a variety of latent curve models that jointly estimate growth in both constructs.

This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELs’ access to academic subjects.