| 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 | 1805 | 2020 |
| Measuring 21st century competencies J Soland, LS Hamilton, BM Stecher Global Cities Education Network Report 2013, 1-68, 2013 | 340* | 2013 |
| Test score patterns across three COVID-19-impacted school years M Kuhfeld, J Soland, K Lewis Educational Researcher 51 (7), 500-506, 2022 | 249 | 2022 |
| 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 | 190 | 2014 |
| 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 | 160 | 2021 |
| The pandemic has had devastating impacts on learning. What will it take to help students catch up? M Kuhfeld, J Soland, K Lewis, E Morton < bound method Organization. get_name_with_acronym of< Organization …, 2022 | 110 | 2022 |
| The COVID-19 school year: Learning and recovery across 2020-2021 M Kuhfeld, J Soland, K Lewis, E Ruzek, A Johnson Aera Open 8, 23328584221099306, 2022 | 97 | 2022 |
| 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 | 87 | 2020 |
| How is COVID-19 affecting student learning? M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, K Lewis < bound method Organization. get_name_with_acronym of< Organization …, 2020 | 67 | 2020 |
| 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 | 53 | 2013 |
| The forgotten 20%: Achievement and growth in rural schools across the nation A Johnson, M Kuhfeld, J Soland AERA Open 7, 23328584211052046, 2021 | 52* | 2021 |
| 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 | 51 | 2018 |
| 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 | 46 | 2019 |
| 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 | 44 | 2022 |
| 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 | 43* | 2021 |
| Modeling academic achievement and self-efficacy as joint developmental processes: Evidence for education, counseling, and policy J Soland Journal of Applied Developmental Psychology 65, 101076, 2019 | 39 | 2019 |
| 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 | 38 | 2018 |
| 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 | 36 | 2019 |
| 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 | 35 | 2020 |
| 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 | 33 | 2020 |
Megan KuhfeldNWEA確認したメール アドレス: nwea.org