This study explored how response style affects estimates of growth.

This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students.

This study leveraged a racially/ethnically diverse sample of third and fourth grade students and teachers in a large, urban district to investigate whether stable student and teacher characteristics (e.g., sex) and observed quality of classroom interactions influenced change in students’ perceptions of interactions with their teacher.

In data collected from virtual learning environments (VLEs), item response theory (IRT) models can be used to guide the ongoing measurement of student ability.

This paper reports on whether transfer learning can improve the prediction of the difficulty and response time parameters for ≈ 18,000 multiple-choice questions from a high-stakes medical exam.

How can leaders in education better understand and address opportunity gaps in course-taking? District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach.

This article explores the complexities teachers face in determining when English Learner students near the proficiency threshold should be reclassified, and provides important recent research findings to help guide the decision-making process.