The Learning Curve: Revisiting the Assumption of Linear Growth during the School Year

Autor/inn/en	Kuhfeld, Megan; Soland, James
Titel	The Learning Curve: Revisiting the Assumption of Linear Growth during the School Year
Quelle	In: Journal of Research on Educational Effectiveness, 14 (2021) 1, S.143-171 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuhfeld, Megan) ORCID (Soland, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2020.1839990
Schlagwörter	Growth Models; Reading Achievement; Mathematics Achievement; Achievement Gains; Scores; Mathematics Tests; Reading Tests; Kindergarten; Preschool Children; Elementary School Students; Middle School Students; Extended School Year; Achievement Gap; Racial Differences; Gender Differences; Achievement Tests; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Lesetest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rassenunterschied; Geschlechterkonflikt; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Important educational policy decisions, like whether to shorten or extend the school year, often require accurate estimates of how much students learn during the year. Yet, related research relies on a mostly untested assumption: that growth in achievement is linear throughout the entire school year. We examine this assumption using a dataset containing math and reading test scores for over seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2017-18 school year. Our results indicate that assuming linear within-year growth is often not justified, particularly in reading. Implications for investments in extending the school year, summer learning loss, and the development of racial/ethnic achievement gaps are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01