New Research shows Negative Effects from Remote Learning
ECRA Group CEO, John Gatta, was interviewed by WGN America’s NewsNation regarding the impact of COVID-19 on student learning.
DetailsECRA Group CEO, John Gatta, was interviewed by WGN America’s NewsNation regarding the impact of COVID-19 on student learning.
DetailsJoin AASA’s guest, data analytics expert Dr. John Gatta in examining how to quantify learning loss and develop personalized learning recovery plans
DetailsMeasuring learning loss requires that we recognize that student growth is personal in the sense that every individual student’s learning trajectory leading up to the pandemic was different.
DetailsDocumenting learning loss is important as the effects of school closures on learning loss are likely differential and asymmetric, resulting in large losses for some students, and negligible or negative losses for other students.
DetailsBarrington District 220 did not set about their SEL journey looking for a quick win, but rather to foster a positive climate and culture.
DetailsPBL CUSD 10 sought a platform that would allow them to compare their student data against both national, state, and local norms.
DetailsDespite widespread use of effect sizes across industries as a standardized measure of impact, effect size calculations remain one of the most incorrectly applied and misinterpreted statistics. An effect size is nothing more than a standardized comparison, or “effect” , that captures the difference between an average value and a meaningful comparison in the metric of standard deviation.
DetailsThe Illinois State Board of Education (ISBE) recently released student growth percentiles (SGPs) to Illinois school districts in preparation of the new school accountability system and the launch of the new Illinois school report card. While incorporating student growth into the school accountability system is a step in the right direction, it is important to recognize that ISBE SGP results are reported within an accountability context not a school improvement context.
DetailsBased on recent information provided by the Accountability Technical Advisory Committee’s (TAC) recommendations to ISBE, it is likely that ISBE will move away from linear regression toward Student Growth Percentiles (SGPs) as a means to measure student growth under the new school improvement and accountability system.
DetailsThe fundamental purpose of setting school improvement goals is to assess the effectiveness of improvement efforts. The utility of the school improvement process rests on the inferences one can draw from meeting a goal. For example, a typical school improvement goal may be “increase the percentage of students meeting standards in grade 4 reading by 5%. While this type of goal is specific and concise, the results will provide little to no information as to the effectiveness of improvement efforts. Why? Because increasing grade 4 reading by 5% is likely an arbitrary goal that is unrelated to school performance and not evidence-based.
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