J. Soland

发表

Predicting High School Graduation and College Enrollment: Comparing Early Warning Indicator Data and Teacher Intuition

J. Soland, 2013 .

Measuring 21st-century Competencies

J. Soland, L. Hamilton, B. Stecher, 2013 .

Measuring 21st Century Competencies: Guidance for Educators

Laura S. Hamilton, Brian M. Stecher, J. Soland, 2013 .

Identifying Disengaged Survey Responses: New Evidence Using Response Time Metadata

S. Wise, J. Soland, L. Gao, 2019, Applied Measurement in Education.

Using Assessment Metadata to Quantify the Impact of Test Disengagement on Estimates of Educational Effectiveness

J. Soland, Megan Kuhfeld, 2019, Journal of Research on Educational Effectiveness.

The Achievement Gap or the Engagement Gap?Investigating the Sensitivity of Gaps Estimates to Test Motivation

J. Soland, 2018, Applied Measurement in Education.

Are Test and Academic Disengagement Related? Implications for Measurement and Practice

Tran D. Keys, J. Soland, N. Jensen, 2019, Educational Assessment.

Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers With Their English Learners and Non-English Learners

Lindsay Fox, S. Loeb, J. Soland, 2014 .

The Learning Curve: Revisiting the Assumption of Linear Growth during the School Year

J. Soland, Megan Kuhfeld, 2021, Journal of Research on Educational Effectiveness.

Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design

J. Soland, Monica G. Lee, 2022, Educational Evaluation and Policy Analysis.

Early Literacy, Equity, and Test Score Comparability during the Pandemic

J. Soland, A. McGinty, E. Solari, 2022, Educational Assessment.

Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement

J. Soland, Beth Tarasawa, Megan Kuhfeld, 2020, Educational Researcher.

Speed–Accuracy Trade-Off? Not So Fast: Marginal Changes in Speed Have Inconsistent Relationships With Accuracy in Real-World Settings

Matthieu J. S. Brinkhuis, S. Wise, B. Domingue, 2022, Journal of Educational and Behavioral Statistics.

Do Students Rapidly Guess Repeatedly over Time? A Longitudinal Analysis of Student Test Disengagement, Background, and Attitudes

J. Soland, Megan Kuhfeld, 2019, Educational Assessment.

Estimating and Comparing Growth Using Longitudinal Interim Achievement Data with Seasonal Trends

J. Soland, Y. Thum, 2022, Journal of Research on Educational Effectiveness.

Regression discontinuity designs in a latent variable framework.

J. Soland, Angela Johnson, E. Talbert, 2022, Psychological methods.

A Multi-Rater Latent Growth Curve Model

J. Soland, Megan Kuhfeld, 2021, Multivariate behavioral research.

Comparing different response time threshold setting methods to detect low effort on a large-scale assessment

Joseph A. Rios, J. Soland, Megan Kuhfeld, 2021 .

Investigating the Impact of Noneffortful Responses on Individual-Level Scores: Can the Effort-Moderated IRT Model Serve as a Solution?

Joseph A. Rios, J. Soland, 2021, Applied psychological measurement.

Is Teacher Value Added a Matter of Scale? The Practical Consequences of Treating an Ordinal Scale as Interval for Estimation of Teacher Effects

J. Soland, 2017 .

Variation in Respondent Speed and its Implications: Evidence from an Adaptive Testing Scenario

Steve Wise, Chris Piech, Ben Stenhaug, 2021, Journal of Educational Measurement.

Using Machine Learning to Advance Early Warning Systems: Promise and Pitfalls

David Lang, B. Domingue, J. Soland, 2020, Teachers College Record: The Voice of Scholarship in Education.

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

J. Soland, Gema Zamarro, Albert Cheng, 2019, Educational Researcher.

Examining the Association between Racial Disparities in Exclusionary Discipline Practices and Academic Gains

J. Soland, Megan Kuhfeld, M. Davison, 2023, Journal of Education for Students Placed at Risk (JESPAR).

The COVID-19 School Year: Learning and Recovery Across 2020-2021

Erik A. Ruzek, Karyn L. Lewis, J. Soland, 2022, AERA Open.

Test Score Patterns Across Three COVID-19-Impacted School Years

Karyn L. Lewis, J. Soland, Megan Kuhfeld, 2022, Educational Researcher.

Are Schools Deemed Effective Based on Overall Student Growth Also Closing Achievement Gaps? Examining the Black–White Gap by School

J. Soland, 2021, Teachers College Record: The Voice of Scholarship in Education.

Are Achievement Gap Estimates Biased by Differential Student Test Effort? Putting an Important Policy Metric to the Test

J. Soland, 2018 .

The Effects of Effort Monitoring With Proctor Notification on Test-Taking Engagement, Test Performance, and Validity

Steven L. Wise, James Soland, S. Wise, 2019, Applied Measurement in Education.

Trends in Children’s Academic Skills at School Entry: 2010 to 2017

J. Soland, Megan Kuhfeld, M. Burchinal, 2020, Educational Researcher.

Modeling academic achievement and self-efficacy as joint developmental processes: Evidence for education, counseling, and policy

J. Soland, 2019, Journal of Applied Developmental Psychology.

An investigation of item, examinee, and country correlates of rapid guessing in PISA

Joseph A. Rios, J. Soland, 2022, International Journal of Testing.

English Language Learners, Self-efficacy, and the Achievement Gap: Understanding the Relationship between Academic and Social-Emotional Growth

J. Soland, Lia E. Sandilos, 2020 .

Understanding newcomer English learner students’ English language development: Comparisons and predictors

Amanda K. Kibler, Karen D. Thompson, Ilana M. Umansky, 2022, Bilingual Research Journal.

The Forgotten 20%: Achievement and Growth in Rural Schools Across the Nation

J. Soland, Megan Kuhfeld, Angela Johnson, 2021, AERA Open.

Good Teacher a Good Teacher for All ? Comparing Value-Added of Teachers with Their English Learners and Non-English Learners April 16 , 2013

Lindsay Fox, S. Loeb, J. Soland, 2015 .

Their English Learners and Non-English Learners Is a Good Teacher a Good Teacher for All ? Comparing Value-Added of Teachers With

S. Loeb, J. Soland, 2014 .

The paper proceeds as follows . First , we motivate and focus the study drawing on literature about teacher quality and effective instruction for English language learners

Lindsay Fox, S. Loeb, J. Soland, 2013 .

The (Non)Impact of Differential Test Taker Engagement on Aggregated Scores

S. Wise, J. Soland, Y. Bo, 2020, International Journal of Testing.

Is Measurement Noninvariance a Threat to Inferences Drawn from Randomized Control Trials? Evidence From Empirical and Simulation Studies

J. Soland, 2021, Applied psychological measurement.

Examining the State-Trait Composition of Social-Emotional Learning Constructs: Implications for Practice, Policy, and Evaluation

J. Soland, Megan Kuhfeld, Sharon Bi, 2019, Journal of Research on Educational Effectiveness.

A Comparison of Methodologies for Scaling Longitudinal Social-Emotional Survey Responses

J. Soland, Megan Kuhfeld, Brennan Register, 2023, Educational Assessment.

Can Item Response Times Provide Insight Into Students’ Motivation and Self‐Efficacy in Math? An Initial Application of Test Metadata to Understand Students’ Social–Emotional Needs

J. Soland, 2019, Educational Measurement: Issues and Practice.

Item Response Theory Models for Difference-in-Difference Estimates (and Whether They Are Worth the Trouble)

J. Soland, 2023, Journal of Research on Educational Effectiveness.

Avoiding bias from sum scores in growth estimates: An examination of IRT-based approaches to scoring longitudinal survey responses.

J. Soland, Megan Kuhfeld, 2020, Psychological methods.

Empirical benchmarks for changes in social and emotional skills over time.

S. Rimm-Kaufman, J. Soland, Megan Kuhfeld, 2022, Child development.

Identifying students who are off-track academically at the start of secondary school: The role of social-emotional learning trajectories.

J. Soland, Megan Kuhfeld, 2021, The British journal of educational psychology.

Evidence That Selecting an Appropriate Item Response Theory–Based Approach to Scoring Surveys Can Help Avoid Biased Treatment Effect Estimates

J. Soland, 2021, Educational and psychological measurement.

The Influence of Rapidly Guessed Item Responses on Teacher Value-Added Estimates: Implications for Policy and Practice

J. Soland, Andrew B. Rice, N. Jensen, 2018 .

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

J. Soland, Gema Zamarro, Albert Cheng, 2018, Educational Researcher.

Estimating Student Growth on Psychological and Social-emotional Constructs: A Comparison of Multiple Scoring Approaches

J. Soland, Megan Kuhfeld, 2020 .

Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement

Erik A. Ruzek, J. Soland, Beth Tarasawa, 2020, Educational Research.

How Scoring Approaches Impact Estimates of Growth in the Presence of Survey Item Ceiling Effects

J. Soland, Kelly Edwards, 2024, Applied psychological measurement.