Accounting for test disengagement had minimal impact on estimates of school growth contributions, achievement gaps, and summer learning loss¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? As a whole, accounting for test disengagement had minimal impact on the examined metrics of educational effectiveness. → Megan Kuhfeld 2019
Evidence¶
Megan Kuhfeld 2019¶
Megan Kuhfeld, James Soland. (2019). Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness. Journal of Research on Educational Effectiveness 13(1), 147-175. https://www.nwea.org/research/publication/using-assessment-metadata-to-quantify-the-impact-of-test-disengagement-on-estimates-of-educational-effectiveness/ doi:10.1080/19345747.2019.1636437
q3 · i? · associational · r?
Reported headline result of the study comparing effectiveness estimates with and without disengagement corrections: the authors report "minimal impact on the metrics we examined". No effect size or test statistic is printed in the available text.
"although as a whole accounting for disengagement had minimal impact on the metrics we examined"
Discussion¶
Related Claims¶
- Assessment metadata can be used to quantify the impact of test disengagement on estimates of educational effectiveness — related
- Removing disengaged examinees from the sample will likely induce bias in estimates of educational effectiveness — related
- Rapid guessing had mostly minimal effects on estimates of school contributions to student growth in this sample — possibly the same claim (merge candidate)
- Summer learning loss estimates changed significantly under filtering but not effort-moderated scoring — related
- Disengagement had only minimal impact on school mean performance, proficiency rates, and relative ranking on the state accountability test — related
- Differences in rapid guessing between subgroups generally do not impact substantive interpretations of achievement gaps — a narrower finding that bears on this claim
- Motivation filtering reversed the estimated Black-White fall-to-fall growth gap direction in later grades — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
disengagement-corrections-minimal-impact-effectiveness-estimates |
title |
Accounting for test disengagement had minimal impact on estimates of school growth contributions, achievement gaps, and summer learning loss |
description |
Accounting for test disengagement had minimal impact on estimates of school growth contributions, achievement gaps, and summer learning loss |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — megan-kuhfeld-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.