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Direct linkKuhfeld, Megan; Soland, James – Journal of Research on Educational Effectiveness, 2021
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…
Descriptors: Growth Models, Reading Achievement, Mathematics Achievement, Achievement Gains
