Motivation filtering reversed the estimated Black-White fall-to-fall growth gap direction in later grades¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
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.
q2 i? After filtering, Black students showed significantly greater fall-to-fall growth than White students (.43 RIT points); effort-moderated estimates differed from unadjusted by .19 units and were not significantly different. → Kuhfeld 2019
Evidence¶
Kuhfeld 2019¶
Kuhfeld, M. & Soland, J. (2019). Using Assessment Metadata to Quantify the Impact of Test Disengagement on Estimates of Educational Effectiveness. (The Collaborative for Student Growth at NWEA Working Paper). https://www.nwea.org/research/publication/using-assessment-metadata-to-quantify-the-impact-of-test-disengagement-on-estimates-of-educational-effectiveness-paper/
q2 · i? · associational · r3
The same HLMs re-run on filtered scores reversed the gap: "Black students showed significantly greater fall-to-fall growth than White students (.43 RIT points)." Effort-moderated estimates differed from unadjusted by .19 units and were not significantly different.
"By comparison, when disengaged scores were filtered out, Black students showed significantly greater fall-to-fall growth than White students (.43 RIT points)."
Discussion¶
Related Claims¶
- Filtered students had much lower effort-moderated achievement, suggesting motivation filtering may bias mean estimates — related
- Rapid guessing had mostly minimal effects on estimates of school contributions to student growth in this sample — related
- Removing disengaged examinees from the sample will likely induce bias in estimates of educational effectiveness — a broader claim this one bears on
- Summer learning loss estimates changed significantly under filtering but not effort-moderated scoring — related
- Accounting for test disengagement had minimal impact on estimates of school growth contributions, achievement gaps, and summer learning loss — reports the opposite
- Assessment metadata can be used to quantify the impact of test disengagement on estimates of educational effectiveness — a broader claim this one bears on
- Differences in rapid guessing between subgroups generally do not impact substantive interpretations of achievement gaps — reports the opposite
- Disengaged test-taking rates varied greatly by subgroup, grade, and term in this sample — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
filtering-reverses-black-white-growth-gap |
title |
Motivation filtering reversed the estimated Black-White fall-to-fall growth gap direction in later grades |
description |
Motivation filtering reversed the estimated Black-White fall-to-fall growth gap direction in later grades |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kuhfeld-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.