Journal article
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This study explored how response style affects estimates of growth.
By: James Soland, Megan Kuhfeld
Topics: Measurement & scaling, Growth modeling, Social-emotional learning
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Trends in children’s academic skills at school entry: 2010 to 2017
This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students.
By: Megan Kuhfeld, James Soland, Christine Pitts, Margaret Burchinal
Topics: Early learning, Equity
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Correlates of change in elementary studentsā perceptions of interactions with their teacher
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.
By: Catherine Corbin, Erik Ruzek, Jason Downer, Amy Lowenstein, Joshua Brown
Topics: Equity, Social-emotional learning
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In data collected from virtual learning environments (VLEs), item response theory (IRT) models can be used to guide the ongoing measurement of student ability.
By: Kang Xue, Walter Liete, Anne Corrine Huggins-Manley
Topics: Measurement & scaling
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Predicting the difficulty and response time of multiple choice questions using transfer learning
This paper reports on whether transfer learning can improve the prediction of the difficulty and response time parameters for ā 18,000 multiple-choice questions from a high-stakes medical exam.
By: Kang Xue, Victoria Yaneva, Christopher Runyon, Peter Baldwin
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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.
By: Teresa Ketelsen, Beth Tarasawa
Topics: Empowering educators, Equity, High school
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ELLs on the cusp: Should we reclassify?
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.
By: Angela Johnson, Claude Goldenberg
Topics: Equity, English Language Learners