Considered by many as a source of valuable data and a potential to improve mathematics education, a significant amount of studies have been conducted on The National Assessment Program -- Literacy and Numeracy (NAPLAN) test results. This study is a systematic literature review of 86 peer-reviewed journal articles published between 2008 and 2017 to…

This study investigated the relationship between task-based teacher training and novice English language teachers' cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based…

Immigrant and refugee children and adolescents form a growing socially, culturally, and economically diverse group with the potential for wide-ranging adaptation outcomes. The goal of the study was to examine whether developmental competencies (social-emotional and academic) and sociodemographic disparities (e.g., SES and migration class)…

This study examined the reading comprehension profiles, and the related linguistic and cognitive skills, of 146 Chinese students in Grades 3-9 who are deaf or hard of hearing (d/Dhh). Employing a rigorous regression approach, the current study identified 19 unexpected poor comprehenders, 24 expected average comprehenders, and 16 unexpected good…

Underrepresentation of African-American males as grade level rises is a major concern in education (Duggins & Acosta, 2017; Howard, 2010; Husband, 2012; Tatum, 2006; Washington, Patton-Terry, & Siedenberg, 2013). Prior studies have placed the blame on African-American males in grades k-12 for their lack of academic progress. In an effort…

Purpose: The purpose of this study was to explore the conditions and challenges that facilitate teacher professional learning through the implementation of pedagogical mentoring (PM) within the Chilean school context. Design/methodology/approach: This study employed a qualitative methods approach, utilizing an instrumental case study. As the…

Growing evidence suggests that contrary to popular belief, schools mostly do not generate achievement gaps in cognitive skills but, rather, reflect the inequalities that already exist. In the case of socioeconomic status, exposure to school often reduces gaps. Surprisingly little is known, however, about whether this pattern extends to gender gaps…

In achievement testing we assume that students will demonstrate their maximum performance as they encounter test items. Sometimes, however, student performance can decline during a test event, which implies that the test score does not represent maximum performance. This study describes a method for identifying significant performance decline and…

New research, using data from 7 million students in grades 3-8 in 25,000 schools who took MAP Growth reading and mathematics assessments between 2020-21 and fall 2022, continues NWEA's ongoing research agenda examining how the COVID-19 pandemic has affected student achievement in reading and math. At the start of the 2022-23 school year, we…

The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, "Progress toward Pandemic Recovery: Continued Signs of Rebounding Achievement at the Start of the 2022-23 School Year" (ED627355). The two main research questions…

The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, "Learning during COVID-19: An Update on Student Achievement and Growth at the Start of the 2021-22 School Year." The goal of this brief is to summarize student achievement…

The purpose of this mixed methods study was to determine if there was a correlation between the Technological Pedagogical Content Knowledge (TPACK) rating of teachers and the frequency of technology use in the classroom. Furthermore, the study identified the types of Internet-based applications used in primary classrooms and teachers' perception…

In a cross-sectional study, 160 students in Grades 2, 4, 7, and 11 were interviewed about their reasoning when solving integer addition and subtraction open-number-sentence problems. We applied our previously developed framework for 5 Ways of Reasoning (WoRs) to our data set to describe patterns within and across participant groups. Our analysis…

We examined semiotic exchangeability in pop-up glossary translations and illustrations used as supports for second language learners (SLLs) in computer-administered mathematics tests. In a sample of 516 mathematics items, Grades 3-8 and 11, from a large-scale assessment program in the US, test developers identified terms that could be translated…

This report examines which instructional components (e.g., visual representations, use of number lines, teaching and using of mathematical language) and study features (e.g., group size, interventionist training) may have contributed to the effectiveness of intervention. In choosing to focus on instructional components and study features, the…