Testing an Explanation for Summer Learning Loss: Differential Examinee Effort Between Spring and Fall

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-04-24 DOI:10.3102/01623737231165027
Megan Kuhfeld, J. Soland, Brennan Register, A. McEachin
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Abstract

Summer learning loss is a perennial concern for educators and parents alike. However, researchers have recently questioned whether summer learning loss is just a statistical artifact driven by how achievement is measured across the school year. In this study, we empirically investigated a plausible critique of summer learning loss research, namely that students do not put forth their best effort on the fall test compared with the spring test. While we cannot conclude based on our findings that students do in fact lose ground during the summer, we did not find evidence that seasonal differences in test effort are a main driver of summer learning patterns estimated with MAP Growth assessments.
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测试夏季学习损失的一种解释:春季和秋季的不同考试努力
夏季学习损失是教育工作者和家长长期关注的问题。然而,研究人员最近质疑,夏季学习损失是否只是一种统计上的假象,是由整个学年的成绩衡量方式驱动的。在本研究中,我们实证调查了对夏季学习损失研究的一个似是而非的批评,即与春季测试相比,学生在秋季测试中没有付出最大的努力。虽然我们不能根据我们的研究结果得出学生在夏季确实会失学的结论,但我们没有发现证据表明测试努力的季节性差异是MAP增长评估估计的夏季学习模式的主要驱动因素。
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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