Policy decisions such as shortening or extending the school year depend on accurate within-year learning estimates¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: tool and model accuracy changes quickly

Subclaims¶

q1 i? Policy decisions like whether to shorten or extend the school year require accurate estimates of how much students learn during the year. → Megan Kuhfeld 2020

q1 i? Important educational policy decisions, such as whether to shorten or extend the school year, depend on accurate estimates of how much students learn during the year. → Megan Kuhfeld 2021

Evidence¶

Megan Kuhfeld 2020¶

Megan Kuhfeld, James Soland. (2020). The learning curve: Revisiting the assumption of linear growth across the school year. NWEA Research working paper. https://www.tandfonline.com/doi/full/10.1080/19345747.2020.1839990

q1 · i? · associational · r2

The authors' motivating premise, stated without supporting data in the available text: policy decisions such as school-year length "require accurate estimates of how much students learn during the year."

"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."

Megan Kuhfeld 2021¶

Megan Kuhfeld, James Soland. (2021). The learning curve: Revisiting within-year linear growth assumptions. Journal of Research on Educational Effectiveness, 14:1, 143-171. https://www.nwea.org/research/publication/35099/

q1 · i? · associational · r?

The article's motivating premise, stated as an argument rather than a tested result: policy decisions like school-year length changes "require accurate estimates of how much students learn during the year." No empirical evidence is offered for this premise in the available text.

"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."

Discussion¶

Related Claims¶

• Assuming linear within-year achievement growth is often not justified, particularly in reading — related
• Long school days or years, comprehensive behavioral policies with rewards and sanctions, and an achievement-focused mission are most strongly associated with charter school success — related
• Accurate teacher-student data links are required when high-stakes teacher evaluation decisions include student achievement growth — related
• Student growth measures describe gains in student learning based on how much students' test scores changed over a school year — related
• Days lost to suspension at the Kauffman School are small on average relative to instructional time added by its extended school day and year — related