Do students’ social-emotional learning (SEL) skills in middle school predict being off-track to graduate high school?

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

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

Learn more about the effect of seasonality on estimates of school effectiveness and how ignoring summer loss can impact which schools are identified as low performers.

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.

In this study, multivariate models that jointly estimate growth in achievement and self-efficacy during middle school are used to see how underlying developmental processes relate for ELLs.

In this study, we introduce those disengagement metrics for a policy and evaluation audience, including how disengagement might bias estimates of educational effectiveness. Analytically, we use data from a state administering a computer-based test to examine the effect of test disengagement on estimates of school contributions to student growth, achievement gaps, and summer learning loss.