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Executive Summary

Are Achievement Gap Estimates Biased by Differential Student Test Effort? Putting an Important Policy Metric to the Test

by James Soland - 2018

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Cite This Article as: Teachers College Record Volume 120 Number 12, 2018, p. 1-26
https://www.tcrecord.org ID Number: 22443, Date Accessed: 1/18/2021 3:44:37 PM

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About the Author
James Soland Northwest Evaluation Association E-mail Author JAMES SOLAND is a research scientist at NWEA. His work focuses on how assumptions about test scores and data impact policy and practice. Particular areas of interest include measuring social-emotional learning, test motivation, and scaling. Two citations for his related work are: Soland, J. (2013). Predicting high school graduation and college enrollment: Comparing early warning indicator data and teacher intuition. Journal of Education for Students Placed at Risk (JESPAR), 18(3�4), 233�262; and Soland, J. (2017). Is teacher value added a matter of scale? The practical consequences of treating an ordinal scale as interval for estimation of teacher effects. Applied Measurement in Education, 30(1), 52�70.

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Executive SummaryAre Achievement Gap Estimates Biased by Differential Student Test Effort? Putting an Important Policy Metric to the Test

Executive Summary

Are Achievement Gap Estimates Biased by Differential Student Test Effort? Putting an Important Policy Metric to the Test