Megan Kuhfeld
Noncognitive Factors and Student Long-Run Success: Comparing the Predictive Validity of Observable Academic Behaviors and Social-Emotional Skills
Noncognitive constructs such as self-e cacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource… more →
A Multi-State, Student-Level Analysis of the Effects of the Four-Day School Week on Student Achievement and Growth
Topics: Student LearningTags: School schedulesFour-day school weeks are becoming increasingly common in the United States, but their effect on students’ achievement is not well-understood. The small body of existing research suggests the four-day schedule has relatively small, negative average effects (~-0.02 to -0.09 SD) on annual,… more →
Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution
Topics: Student LearningTags: Equity, Covid-19 recoveryThe COVID-19 pandemic resulted in substantial unfinished learning for U.S. students, but to differing degrees for various subgroups. For example, students of color, from low-income families, or who attended high-poverty schools experienced greater unfinished learning. In this study we examined… more →
Test Score Patterns Across Three COVID-19-impacted School Years
Topics: Student LearningThe COVID-19 pandemic has been a seismic and on-going disruption to K-12 schooling. Using test scores from 5.4 million U.S. students in grades 3-8, we tracked changes in math and reading achievement across the first two years of the pandemic. Average fall 2021 math test scores in grades 3-8 were… more →
The Forgotten 20 Percent: Achievement and Growth in Rural Schools Across the Nation
Topics: Student LearningNearly one in five U.S. students attends a rural school, yet we know very little about achievement gaps and academic growth in rural schools. This study leverages a unique dataset that includes longitudinal test scores for more than five million 3rd to 8th grade students in approximately 17,000… more →
Catching up or Falling Behind: Measuring Middle School Achievement Trajectories for College Readiness
Topics: Student LearningTags: College readiness, Middle schoolsThis study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support. We apply a set of academic college readiness benchmarks to rich longitudinal data for more than 360,000 students in 5900 schools… more →
Projecting the potential impacts of COVID-19 school closures on academic achievement
Topics: Student LearningWith 55 million students in the United States out of school due to the COVID-19 pandemic, education systems are scrambling to meet the needs of schools and families, including planning how best to approach instruction in the fall given students may be farther… more →
Estimating Student Growth on Psychological and Social-emotional Constructs: A Comparison of Multiple Scoring Approaches
Topics: MethodsA huge portion of what we know about how humans develop, learn, behave, and interact is based on survey data. Researchers use longitudinal growth modeling to understand the development of students on psychological and social-emotional learning constructs across elementary and middle school. In… more →
Do Response Styles Affect Estimates of Growth on Social-emotional Constructs? Evidence from Four Years of Longitudinal Survey Scores
Topics: MethodsSurvey respondents use different response styles when they use the categories of the Likert scale differently despite having the same true score on the construct of interest. For example, respondents may be more likely to use the extremes of the response scale independent of their true… more →