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The Learning Curve: Revisiting the Assumption of Linear Growth during the School Year
Journal of Research on Educational Effectiveness ( IF 2.217 ) Pub Date : 2021-02-02
Megan Kuhfeld, James Soland

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.



中文翻译:

学习曲线:重新研究学年线性增长的假设

摘要

重要的教育政策决策(例如缩短或延长学年)通常需要准确估算该年学生的学习量。但是,相关研究依赖于一个未经检验的假设:整个学年内成就的增长呈线性增长。我们使用包含数学和阅读测验分数的数据集检验了这一假设,该数据涵盖了2017-18学年秋季,冬季和春季,八年级至八年级的700万以上幼儿园的学生。我们的结果表明,假设年内线性增长通常是没有道理的,尤其是在阅读方面。讨论了延长学年,夏季学习损失以及种族/族裔成就差距发展方面的投资含义。

更新日期:2021-02-02
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