True to our non-profit nature, we believe in sharing our knowledge.
We’re motivated by something greater than the bottom-line. We believe in supporting both the health of the education system in the United States and the well-being of each and every student. So we make a point to share what we learn with others who are positioned to make a difference, too.
Recent attempts to measure schools’ influence on students’ social-emotional learning (SEL) show differences across schools, but whether these estimated differences measure the true effects of schools remain unclear. To better understand these measures, we examine the stability of estimated school-by-grade effects across two years using large-scale survey data.
This infographic highlights EA's research into changes in learning patterns experienced by students in grades 3–8 in California and South Carolina. Using results from winter 2020–21 interim assessments, EA provides an up-to-date picture of the learning lag students have experienced during the pandemic. EA also highlights findings from a well-being student survey collected during the 2020–21 school year.
We used data from interim assessments to examine how the rate of student learning from fall 2019 through winter 2020–21 differed from that of student learning before COVID-19 for approximately 100,000 students in grades 4-8 across 19 local education agencies in California. Results showed that students experienced approximately 2.5 months of learning lag on average in math and ELA, with more substantial learning lag for students who are economically disadvantaged, English Learners, and Latinx.
In this document, we provide technical details on our learning change models, which estimate how much faster or slower students have grown during COVID-19. We also summarizes results from both fall-to-fall and fall-to-winter learning change models in South Carolina and California.
We applied value-added models to student surveys in the CORE Districts to explore whether social-emotional learning (SEL) surveys can be used to measure effective classroom-level supports for SEL. We found that classrooms differ in their effect on students’ growth in self-reported SEL—even after accounting for school-level effects.
Using the first large-scale panel surveys of students on SEL, we produced school-level value-added measures by grade for growth mindset, self-efficacy, self-management, and social awareness. We found substantive differences across schools in SEL growth, with magnitudes of differences similar to those for growth in academic achievement, but weaker goodness of fit and smaller across-school variance, suggesting caution in interpreting such measures as causal impacts of schools on SEL.
We examined whether rapid guessing behaviors varied by grade, subject, and teacher, and we evaluated if rapid guessing influenced teacher value-added estimates. We found that rapid guessing occurs frequently enough that educators should be mindful of its effect on the interpretations of student test results, but rapid guessing did not appear to affect estimates of teacher performance.