Publications

This paper discusses the many challenges of measuring student academic growth for teacher evaluations in non-tested subjects and grades, while offering potential solutions for incorporating student performance results in these evaluations. The paper addresses these challenges and potential solutions with a specific focus on student learning objectives (SLO). LESS

An exploration of new approaches to accountability design proposed by states in responses to the ESEA flexibility requests. The opportunities and threats associated with these approaches are addressed with a focus on equity – the extent to which systems promote achievement of low performing students. LESS

In this invited presentation to the Northern Rocky Mountain Educational Research Association conference, Gong traces different definitions of “success for all” from a measurement perspective, including the current challenges posed by a goal of American high school graduates being “college- and career-ready.” LESS

This paper explores several questions about students who are English language learners (ELL) in Massachusetts. For how many years is a typical ELL student in Massachusetts classified as limited English proficient (LEP)? How much variation is there in the number of years it takes to exit a student from ELL services and LEP status, and does this suggest different policies and practices at the district level? How do formerly LEP students perform on MCAS tests relative to the number of years they were classified as LEP, and do they perform better if they exited LEP status relatively sooner than later? How predictive are MEPA scores in determining when ELL students transition out of LEP status? The paper reviews the data that bear on these questions to help identify successful approaches for transitioning ELL students out of LEP status and into the general education program. LESS

In a paper presented at AERA in April 2012, an approach for validating local assessments is presented. This paper provides a framework intended to help district-level personnel develop and evaluate district-wide assessments aligned to state content standards, technically sound, fair, and unbiased, and with clear performance expectations. LESS

Tools for examining text complexity: The instruction and assessment of reading presents unique challenges to classroom teachers and test developers alike; and the criteria used in selecting a variety and range of texts is essential to meeting those purposes. These tools are now being widely used in many states and school districts to examine current texts and to “upgrade” units of study. LESS

This document was developed in 2010-2011 by national content experts, researchers, and master teachers from across the U.S. using empirical research and the Common Core State Standards in English Language Arts and Literacy. The project was funded with support from the U.S. Dept of Education Office of Special Education Programs Grant number: H324U0400001, The National Alternate Assessment Center (NAAC) at the University of Kentucky, The National Center for the Improvement of Educational Assessment (NCIEA), Dover, N.H, and a grant from the U.S. Department of Education (PR/Award #: H373X100002, Project Officer, Susan.Weigert@Ed.gov). LESS

Professor Bruce D. Baker recently published a critique of The Colorado Growth Model and its use of Student Growth Percentiles in his School Finance 101 blog ("Take Your SGP and VAMit, Damn it!"). This paper addresses claims put forward in his blog. LESS