| Projecting the potential impact of COVID-19 school closures on academic achievement M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, J Liu Educational Researcher 49 (8), 549-565, 2020 | 1564 | 2020 |
| Measuring 21st century competencies J Soland, LS Hamilton, BM Stecher Global Cities Education Network Report 2013, 1-68, 2013 | 305* | 2013 |
| Is a good teacher a good teacher for all? Comparing value-added of teachers with their English learners and non-English learners S Loeb, J Soland, L Fox Educational Evaluation and Policy Analysis 36 (4), 457-475, 2014 | 181 | 2014 |
| Test score patterns across three COVID-19-impacted school years M Kuhfeld, J Soland, K Lewis Educational Researcher 51 (7), 500-506, 2022 | 169 | 2022 |
| English language learners, self-efficacy, and the achievement gap: Understanding the relationship between academic and social-emotional growth J Soland, LE Sandilos Journal of Education for Students Placed at Risk (JESPAR) 26 (1), 20-44, 2021 | 118* | 2021 |
| The impact of COVID-19 on student achievement and what it may mean for educators J Soland, M Kuhfeld, B Tarasawa, A Johnson, E Ruzek, J Liu Brookings Institution, 2020 | 80 | 2020 |
| The pandemic has had devastating impacts on learning. What will it take to help students catch up? M Kuhfeld, J Soland, K Lewis, E Morton Brookings Institution, 2022 | 72 | 2022 |
| The COVID-19 school year: Learning and recovery across 2020-2021 M Kuhfeld, J Soland, K Lewis, E Ruzek, A Johnson Aera Open 8, 23328584221099306, 2022 | 60 | 2022 |
| How is COVID-19 affecting student learning? M Kuhfeld, J Soland, B Tarasawa, A Johnson, E Ruzek, K Lewis Brookings Institution, 2020 | 59 | 2020 |
| Predicting high school graduation and college enrollment: Comparing early warning indicator data and teacher intuition J Soland Journal of Education for Students Placed at Risk (JESPAR) 18 (3-4), 233-262, 2013 | 49 | 2013 |
| The achievement gap or the engagement gap? Investigating the sensitivity of gaps estimates to test motivation J Soland Applied Measurement in Education 31 (4), 312-323, 2018 | 44 | 2018 |
| The effects of effort monitoring with proctor notification on test-taking engagement, test performance, and validity SL Wise, MR Kuhfeld, J Soland Applied Measurement in Education 32 (2), 183-192, 2019 | 38 | 2019 |
| The learning curve: Revisiting the assumption of linear growth across the school year M Kuhfeld, J Soland Journal of Research on Educational Effectiveness, 20-214, 2021 | 34* | 2021 |
| Modeling academic achievement and self-efficacy as joint developmental processes: Evidence for education, counseling, and policy J Soland Journal of Applied Developmental Psychology 65, 101076, 2019 | 34 | 2019 |
| Identifying naturally occurring direct assessments of social-emotional competencies: The promise and limitations of survey and assessment disengagement metadata J Soland, G Zamarro, A Cheng, C Hitt Educational Researcher 48 (7), 466-478, 2019 | 34 | 2019 |
| Avoiding bias from sum scores in growth estimates: An examination of IRT-based approaches to scoring longitudinal survey responses. M Kuhfeld, J Soland Psychological Methods 27 (2), 234, 2022 | 33 | 2022 |
| Are achievement gap estimates biased by differential student test effort? Putting an important policy metric to the test J Soland Teachers College Record 120 (12), 1-26, 2018 | 33 | 2018 |
| The (non) impact of differential test taker engagement on aggregated scores SL Wise, J Soland, Y Bo International Journal of Testing 20 (1), 57-77, 2020 | 30 | 2020 |
| The forgotten 20%: Achievement and growth in rural schools across the nation A Johnson, M Kuhfeld, J Soland AERA Open 7, 23328584211052046, 2021 | 29* | 2021 |
| Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness M Kuhfeld, J Soland Journal of Research on Educational Effectiveness 13 (1), 147-175, 2020 | 29 | 2020 |
Megan KuhfeldNWEAGeverifieerd e-mailadres voor nwea.org
