Young children are assessed to meet federal mandates and inform policy decisions, provide teachers with useful information to make instructional decisions and set reasonable learning goals, and facilitate communication with families. While young children are frequently assessed using whole-child assessments which often yield criterion-referenced…

Educators commonly use school climate survey scores to inform and evaluate interventions for equitably improving learning and reducing educational disparities. Unfortunately, validity evidence to support these (and other) score uses often falls short. In response, Whitehouse et al. proposed a collaborative, two-part validity testing framework for…

This study examines student-teacher "racial match" for its association with Black student achievement. Multilevel structural equation modeling was used to analyze 2013 National Assessment for Educational Progress (NAEP) Grade 4 Reading Assessment data to examine interactions of teacher race and student race in their associations with…

Large achievement gaps exist between high- and low-income students and between black and white students. This article explores one explanation for such gaps: income segregation between school districts, which creates inequality in the economic and social resources available in advantaged and disadvantaged students' school contexts. Drawing on…

Purpose, Scope, and Method of Study: The purpose of this study was to determine if a correlation exists between grade span for ninth grade and gains in math achievement test scores in 10th grade and 12th grade. A quantitative, longitudinal, correlational research design was employed to investigate the research questions. The population was high…

This study illustrates why preschool children who are dual language learners (DLLs) are not a homogeneous group. An empirically developed model of preschool DLL subgroups, based on latent class analysis, was presented. The model reflects three separate subgroups of DLL children present in many classrooms where DLL children are served: Bilinguals,…

Educational experts have criticized status models of school accountability, as required by the No Child Left Behind Act (NCLB), describing them as ineffectual in measuring achievement because their one-time assessment of student knowledge ignores student growth. Research on student achievement has instead identified growth models as superior…

In the current educational climate, school districts and states are being held accountable for the progress of all students. Students who speak another language at home and have limited English proficiency, known as English Language Learners (ELLs), continue to underperform when compared to English proficient peers. The purpose of the study was to…

This study examined the factors that have an effect on student scores on the Florida End-of-Course (EOC) Assessment in four secondary Algebra 1 classrooms using interactive whiteboard tools (IWTs). Four teachers and 335 students were observed in one public suburban school in central Florida during the second half of the spring term. Hierarchical…