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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 - 2018To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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