Use multiple national assessments plus course-enrollment data to track achievement-gap trends¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The study's approach, as described, combines achievement data from "three national assessments" with "enrollment in Algebra" to examine trends in gender gaps in 8th grade STEM skills over the course of the pandemic. This pairs measured skill trends with a course-taking indicator, allowing gap analysis to cover both performance and opportunity-to-learn signals.

Design Implications¶

Context¶

Requirements¶

• Access to national assessment data and to Algebra enrollment records for the same student population

Constraints¶

Target Learners¶

• middle school students

Target Learning Goals¶

• monitoring equity in STEM achievement trends

Claims¶

• The study explored whether 8th-grade Algebra enrollment varied by gender during and after the pandemic [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Lb0