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.

Disengaged test taking tends to be most prevalent with low-stakes tests. This has led to questions about the validity of aggregated scores from large-scale international assessments such as PISA and TIMSS, as previous research has found a meaningful correlation between the mean engagement and mean performance of countries.

Although several common threshold methods are based on rapid guessing response accuracy or visual inspection of response time distributions, this paper describes a new information-based approach to setting thresholds that does not share the limitations of other methods.