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Download full textMegan Kuhfeld; James Soland – Annenberg Institute for School Reform at Brown University, 2020
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 data set…
Descriptors: Achievement Tests, Reading Achievement, Mathematics Achievement, Elementary School Students
