This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners. The findings suggest summer support is required to help ELs maintain and develop academic skills.

This study compares within- and across-years academic growth for students who were ever in special education (ever-SPED) to students who were never in special education (never-SPED) in grades K-4. Ever-SPED students grew more in math and reading than never-SPED students during many school years, but lost more learning during every summer than their peers, leading to expanding disparities. These findings suggest that summer learning opportunities are crucial for improving educational outcomes for students with disabilities.

This study reports achievement levels and fall-to-spring gains in grades K to 8 for three groups of English Learners (ELs):  ever-ELs who were ever eligible for service; current-ELs who continue to require service; and dually-identified students eligible for both EL and Special Education services.

A new software package, GGMncv, provides alternatives to graphical lasso (ℓ1-regularization) for study of complex relations in multivariate datasets.

This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.

This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.

This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.