ECRA is amongst the first firms nationally to release scientific evidence quantifying learning rates over the 15 month pandemic period that began in the Winter of 2020 and culminated in the Spring of 2021.
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ECRA Group CEO, John Gatta, was interviewed by WGN America’s NewsNation regarding the impact of COVID-19 on student learning.
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Join AASA’s guest, data analytics expert Dr. John Gatta in examining how to quantify learning loss and develop personalized learning recovery plans
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Measuring 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.
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Documenting 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.
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Barrington District 220 did not set about their SEL journey looking for a quick win, but rather to foster a positive climate and culture.
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PBL CUSD 10 sought a platform that would allow them to compare their student data against both national, state, and local norms.
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Through a process of careful data analysis and community feedback, the KCSD96 Board of Education is constantly evaluating how to better serve the community.
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Despite 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.
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The 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.
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