![]() ![]() That same enrollment-related caveat is relevant to how we understand the test-score changes observed in other districts and even those at the state and national levels. That dramatic enrollment decline, which varied by multiple student traits, confounds in an uncertain way any effort to view overall test-score changes as a reliable measure of the true changes in student learning. Over the same three-year period, however, district enrollment fell nearly 10 percent. The district was quick to credit the positive impact of their COVID-19 intervention strategies. Furthermore, those same enrollment and population data also provide distinct evidence that many public school districts will soon face financial threats likely to vex their academic-recovery efforts.Ĭonsider, for example, Los Angeles Unified, one of the nation’s largest school districts, which showed surprising gains on the recent federal tests relative to other large cities. ![]() For example, the test-score changes that occurred between 20 cannot be properly understood, particularly at the district and state levels, without understanding how the distribution of students who took those tests also changed during the pandemic. However, an accurate understanding of these challenges cannot rely on test scores alone. That has led to a sense of urgency, an important asset as a growing body of evidence indicates the unprecedented educational challenges created by the pandemic demand an exceptional public response. Recent federal testing results documenting two decades of lost progress have brought unusually broad and intense public attention to the developmental harm the COVID-19 pandemic has had on U.S.
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