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James Soland
James Soland
University of Virginia and NWEA
Bekræftet mail på nwea.org - Startside
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Projecting the potential impact of COVID-19 school closures on academic achievement
M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, J Liu
Educational Researcher 49 (8), 549-565, 2020
9062020
Measuring 21st century competencies: Guidance for educators
J Soland, LS Hamilton, BM Stecher
Asia Society, Global Cities Education Network, 2014
1972014
Is a good teacher a good teacher for all? Comparing value-added of teachers with their English learners and non-English learners
S Loeb, J Soland, L Fox
Educational Evaluation and Policy Analysis 36 (4), 457-475, 2014
1582014
The impact of COVID-19 on student achievement and what it may mean for educators
J Soland, M Kuhfeld, B Tarasawa, A Johnson, E Ruzek, J Liu
Brown Center Chalkboard, 2020
532020
English language learners, self-efficacy, and the achievement gap: Understanding the relationship between academic and social-emotional growth
J Soland, LE Sandilos
Journal of Education for Students Placed at Risk (JESPAR) 26 (1), 20-44, 2021
46*2021
Predicting high school graduation and college enrollment: Comparing early warning indicator data and teacher intuition
J Soland
Journal of Education for Students Placed at Risk (JESPAR) 18 (3-4), 233-262, 2013
432013
Measuring 21st century competencies
J Soland, LS Hamilton, BM Stecher
Global Cities Education Network Report 2013, 1-68, 2013
342013
Projecting the Potential Impacts of COVID-19 School Closures on Academic Achievement. EdWorkingPaper No. 20-226.
M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, J Liu
Annenberg Institute for School Reform at Brown University, 2020
302020
The achievement gap or the engagement gap? Investigating the sensitivity of gaps estimates to test motivation
J Soland
Applied Measurement in Education 31 (4), 312-323, 2018
262018
Are achievement gap estimates biased by differential student test effort? Putting an important policy metric to the test
J Soland
Teachers College Record 120 (12), 1-26, 2018
252018
The learning curve: Revisiting the assumption of linear growth across the school year
M Kuhfeld, J Soland
Journal of Research on Educational Effectiveness, 20-214, 2021
24*2021
The effects of effort monitoring with proctor notification on test-taking engagement, test performance, and validity
SL Wise, MR Kuhfeld, J Soland
Applied Measurement in Education 32 (2), 183-192, 2019
242019
The (non) impact of differential test taker engagement on aggregated scores
SL Wise, J Soland, Y Bo
International Journal of Testing 20 (1), 57-77, 2020
232020
Test score patterns across three COVID-19-impacted school years
M Kuhfeld, J Soland, K Lewis
EdWorkingPaper: 22-521, 37-62, 2022
222022
Are test and academic disengagement related? Implications for measurement and practice
J Soland, N Jensen, TD Keys, SZ Bi, E Wolk
Educational Assessment 24 (2), 119-134, 2019
222019
Avoiding bias from sum scores in growth estimates: An examination of IRT-based approaches to scoring longitudinal survey responses.
M Kuhfeld, J Soland
Psychological Methods 27 (2), 234, 2022
202022
How is COVID-19 affecting student learning? Initial findings from fall 2020
M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, K Lewis
Brookings Institute, December 3, 2020
202020
How is COVID-19 affecting student learning
M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, K Lewis
Initial Findngs from Fall, 2020
202020
Identifying naturally occurring direct assessments of social-emotional competencies: The promise and limitations of survey and assessment disengagement metadata
J Soland, G Zamarro, A Cheng, C Hitt
Educational Researcher 48 (7), 466-478, 2019
202019
Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness
M Kuhfeld, J Soland
Journal of Research on Educational Effectiveness 13 (1), 147-175, 2020
192020
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