春水堂视频

This paper investigates differences between male and female student performance on multiple-choice (MC) versus constructed-response (CR) items used on the large-scale math and reading PISA tests. The results, based on data for high school-aged students in 35 countries including the US, provide consistent evidence that on average male students tend to earn relatively higher scores on MC test items whereas female students tend to earn relatively higher scores on CR test items. The pattern was consistent across countries, although the magnitude of differences varied by country and were larger on average in reading than in math. Policymakers, researchers, and other audiences using test scores to compare student achievement across gender groups should consider the types of item formats used on tests when interpreting results.

This paper describes threats to making valid causal inferences about pandemic impacts on student learning based on cross-year comparisons of average test scores. The paper uses Spring 2021 test score data in Colorado to compare three different statistical adjustments that have been used to make inferences about pandemic impacts. Results illustrates how unadjusted cross-year comparisons may be misleading and highlight instances when the statistical adjustments can lead to different conclusions about the relative impacts for different groups of students.

Undocumented students who became eligible for California鈥檚 state aid program enroll in college at similar rates to their peers, though are more likely to attend community college due to differences in where they apply. Yet undocumented students who attend four-year colleges are equally likely to persist and earn a degree, pushing against any evidence of 鈥渕ismatch鈥� that suggests these students are not prepared for those environments.

We find that Florida鈥檚 Bright Futures financial aid program had essentially no impact on postsecondary enrollment and degree completion. These findings align with emerging notions that state merit aid programs produce smaller effects when compared to more effective need-based aid.

The federal government instituted changes to simplify the FAFSA filing process 鈥� known as 鈥減rior-prior year鈥� 鈥� which led students to submit their FAFSA substantially earlier and increased refiling rates for independent students. Nonetheless, the policy did not appear to substantially alter state aid receipt or postsecondary attendance for any groups.

Link to Resource: Between-Year Stability of Growth Percentiles : Technical Brief #3 Authors: Benjamin R. Shear and Elena Diaz-Bilello The purpose of this research brief for the Colorado Department of Education Accountability & Data Analysis Unit is to examine the stability of year鈥恡o鈥恲ear median growth percentiles by assessment content area...

Link to Resource: Growth Percentiles, Achievement & Demographics: Technical Brief #1 - 2019 Author: Benjamin R. Shear and Elena Diaz-Bilello The purpose of this research brief for the Colorado Department of Education Accountability & Data Analysis is to address to what extent are school鈥恖evel Median Growth Percentiles correlated with current...

Link to Resource: Factors Impacting Growth Percentile Variability: Technical Brief #2 - 2019 Author: Benjamin R. Shear and Elena Diaz-Bilello The purpose of this research brief for the Colorado Department of Education Accountability & Data Analysis Unit is to address the question, compared to achievement, how much of the variability...

Link to Resource: Examining student growth and teacher ratings on the SLOs Authors: Derek Briggs, Rajendra Chattergoon Citation: Briggs, D. & Chattergoon, R. (2016). Examining student growth and teacher ratings on the SLOs. Brief commissioned by the Denver Public Schools. Boulder, CO: Center for Assessment Design Research and Evaluation (CADRE)...

Link to Resource: District-wide Perceptions about the SLO Process in 2015-2016 Authors: Elena Diaz-Bilello, Rajendra Chattergoon, Derek Briggs Citation: Diaz-Bilello, E., Chattergoon, R. & Briggs, D. (2016). District-wide perceptions about the student learning objectives process in 2015-2016. Brief commissioned by the Denver Public Schools. Boulder, CO: Center for Assessment Design...