Important educational policy decisions, like whether to shorten or extend the school year, often assume that growth in achievement is linear through the school year.  This research examines this untested assumption using data from seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year.

In this AERA video brief, Megan Kuhfeld shares major findings and implications of preliminary projections of the potential impact of COVID-19-related school closures in spring 2020 on student learning, published this month in Educational Researcher.

This study provides a series of projections of COVID-19-related learning loss based on estimates from absenteeism literature and analyses of summer learning patterns of 5 million students.

In this webinar, learn what new research shows about the academic growth trajectories of students who are deaf or hard of hearing (DHH), and tips for supporting students who are DHH in distance learning.

In this Stanford Center for Education Policy Analysis seminar, Megan Kuhfeld discusses projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year and outlines on-going work to measure student learning between the 2019-20 and 2020-21 school years.

A huge portion of what we know about how humans develop, learn, behave, and interact is based on survey data. Although there is great deal of guidance on scaling and linking IRT-based large-scale educational assessment to facilitate the estimation of examinee growth, little of this expertise is brought to bear in the scaling of psychological and social-emotional constructs. Through a series of simulation and empirical studies, we produce scores in a single-cohort repeated measure design using sum scores as well as multiple IRT approaches and compare the recovery of growth estimates from longitudinal growth models using each set of scores.

The 2020 MAP Growth Norms report presents mathematics, reading, language arts and science achievement and growth patterns for students attending public schools across the U.S. It includes details on the methodological approach, information on MAP Growth assessments, the tested student population and post-stratification weighting, growth modeling, and implications of the study for research and practice, as well as tables showing student and school status and growth norms, status percentiles, growth distributions, and growth percentiles