Works by Soland, James

Results: 51

Evidence That Growth Mixture Model Results Are Highly Sensitive to Scoring Decisions.

Published in:

Multivariate Behavioral Research, 2025, v. 60, n. 3, p. 487, doi. 10.1080/00273171.2024.2444955

By:

Soland, James;
Cole, Veronica;
Tavares, Stephen;
Zhang, Qilin

Publication type:

Article

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

Published in:

AERA Open, 2022, v. 8, p. 1, doi. 10.1177/23328584221099306

By:

Kuhfeld, Megan;
Soland, James;
Lewis, Karyn;
Ruzek, Erik;
Johnson, Angela

Publication type:

Article

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

Published in:

AERA Open, 2021, v. 7, p. 1, doi. 10.1177/23328584211052046

By:

Johnson, Angela;
Kuhfeld, Megan;
Soland, James

Publication type:

Article

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

Published in:

Journal of Research on Educational Effectiveness, 2024, v. 17, n. 2, p. 391, doi. 10.1080/19345747.2023.2195413

By:

Soland, James

Publication type:

Article

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

Published in:

Journal of Research on Educational Effectiveness, 2022, v. 15, n. 3, p. 635, doi. 10.1080/19345747.2021.2018744

By:

Soland, James;
Thum, Yeow Meng

Publication type:

Article

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

Published in:

Journal of Research on Educational Effectiveness, 2021, v. 14, n. 1, p. 143, doi. 10.1080/19345747.2020.1839990

By:

Kuhfeld, Megan;
Soland, James

Publication type:

Article

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

Published in:

Journal of Research on Educational Effectiveness, 2020, v. 13, n. 1, p. 147, doi. 10.1080/19345747.2019.1636437

By:

Kuhfeld, Megan;
Soland, James

Publication type:

Article

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

Published in:

Journal of Research on Educational Effectiveness, 2019, v. 12, n. 3, p. 550, doi. 10.1080/19345747.2019.1615158

By:

Soland, James;
Kuhfeld, Megan;
Wolk, Emily;
Bi, Sharon

Publication type:

Article

Testing an Explanation for Summer Learning Loss: Differential Examinee Effort Between Spring and Fall.

Published in:

Educational Evaluation & Policy Analysis, 2024, v. 46, n. 3, p. 581, doi. 10.3102/01623737231165027

By:

Kuhfeld, Megan;
Soland, James;
Register, Brennan;
McEachin, Andrew

Publication type:

Article

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

Published in:

Educational Evaluation & Policy Analysis, 2023, v. 45, n. 1, p. 27, doi. 10.3102/01623737221097419

By:

Lee, Monica G.;
Soland, James G.

Publication type:

Article

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

Published in:

Educational Evaluation & Policy Analysis, 2018, v. 40, n. 2, p. 267, doi. 10.3102/0162373718759600

By:

Jensen, Nate;
Rice, Andrew;
Soland, James

Publication type:

Article

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

Published in:

Educational Evaluation & Policy Analysis, 2014, v. 36, n. 4, p. 457, doi. 10.3102/0162373714527788

By:

Loeb, Susanna;
Soland, James;
Fox, Lindsay

Publication type:

Article

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

Published in:

Educational Researcher, 2022, v. 51, n. 7, p. 500, doi. 10.3102/0013189X221109178

By:

Kuhfeld, Megan;
Soland, James;
Lewis, Karyn

Publication type:

Article

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

Published in:

Educational Researcher, 2020, v. 49, n. 8, p. 549, doi. 10.3102/0013189X20965918

By:

Kuhfeld, Megan;
Soland, James;
Tarasawa, Beth;
Johnson, Angela;
Ruzek, Erik;
Liu, Jing

Publication type:

Article

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

Published in:

Educational Researcher, 2020, v. 49, n. 6, p. 403, doi. 10.3102/0013189X20931078

By:

Kuhfeld, Megan;
Soland, James;
Pitts, Christine;
Burchinal, Margaret

Publication type:

Article

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

Published in:

Educational Researcher, 2019, v. 48, n. 7, p. 466, doi. 10.3102/0013189X19861356

By:

Soland, James;
Zamarro, Gema;
Cheng, Albert;
Hitt, Collin

Publication type:

Article

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

Published in:

Journal of Educational Measurement, 2021, v. 58, n. 3, p. 335, doi. 10.1111/jedm.12291

By:

Domingue, Benjamin W.;
Kanopka, Klint;
Stenhaug, Ben;
Soland, James;
Kuhfeld, Megan;
Wise, Steve;
Piech, Chris

Publication type:

Article

Improving the Precision of Classroom Observation Scores Using a Multi-Rater and Multi-Timepoint Item Response Theory Model.

Published in:

Educational Assessment, 2024, v. 29, n. 2, p. 103, doi. 10.1080/10627197.2024.2350966

By:

Edwards, Kelly;
Soland, James

Publication type:

Article

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

Published in:

Educational Assessment, 2023, v. 28, n. 3, p. 156, doi. 10.1080/10627197.2023.2213432

By:

Soland, James;
Kuhfeld, Megan;
Register, Brennan

Publication type:

Article

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

Published in:

Educational Assessment, 2022, v. 27, n. 2, p. 98, doi. 10.1080/10627197.2022.2087622

By:

Soland, James;
McGinty, Anita;
Gray, Allison;
Solari, Emily J.;
Herring, Walter;
Xu, Rujun

Publication type:

Article

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

Published in:

Educational Assessment, 2019, v. 24, n. 4, p. 327, doi. 10.1080/10627197.2019.1645592

By:

Soland, James;
Kuhfeld, Megan

Publication type:

Article

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

Published in:

Educational Assessment, 2019, v. 24, n. 2, p. 119, doi. 10.1080/10627197.2019.1575723

By:

Soland, James;
Jensen, Nate;
Keys, Tran D.;
Bi, Sharon Z.;
Wolk, Emily

Publication type:

Article

The Impact of Technology-Enhanced Items on Test- Taker Disengagement.

Published in:

Journal of Applied Testing Technology, 2021, v. 22, n. 1, p. 28

By:

Wise, Steven L.;
Soland, James;
Dupray, Laurence M.

Publication type:

Article

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

Published in:

Educational & Psychological Measurement, 2022, v. 82, n. 2, p. 376, doi. 10.1177/00131644211007551

By:

Soland, James

Publication type:

Article

Parameter Estimation Accuracy of the Effort-Moderated Item Response Theory Model Under Multiple Assumption Violations.

Published in:

Educational & Psychological Measurement, 2021, v. 81, n. 3, p. 569, doi. 10.1177/0013164420949896

By:

Rios, Joseph A.;
Soland, James

Publication type:

Article

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

Published in:

Journal of Education for Students Placed at Risk, 2024, v. 29, n. 3, p. 266, doi. 10.1080/10824669.2023.2172415

By:

Johnson, Angela;
Kuhfeld, Megan;
Soland, James;
Davison, Miles

Publication type:

Article

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

Published in:

Journal of Education for Students Placed at Risk, 2021, v. 26, n. 1, p. 20, doi. 10.1080/10824669.2020.1787171

By:

Soland, James;
Sandilos, Lia E.

Publication type:

Article

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

Published in:

Journal of Education for Students Placed at Risk, 2013, v. 18, n. 3/4, p. 233, doi. 10.1080/10824669.2013.833047

By:

Soland, James

Publication type:

Article

A Multi-Rater Latent Growth Curve Model.

Published in:

Multivariate Behavioral Research, 2022, v. 57, n. 5, p. 701, doi. 10.1080/00273171.2021.1925076

By:

Soland, James;
Kuhfeld, Megan

Publication type:

Article

Do Response Styles Affect Estimates of Growth on Social-Emotional Constructs? Evidence from Four Years of Longitudinal Survey Scores.

Published in:

Multivariate Behavioral Research, 2021, v. 56, n. 6, p. 853, doi. 10.1080/00273171.2020.1778440

By:

Soland, James;
Kuhfeld, Megan

Publication type:

Article

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

Published in:

Applied Measurement in Education, 2019, v. 32, n. 2, p. 183, doi. 10.1080/08957347.2019.1577248

By:

Wise, Steven L.;
Kuhfeld, Megan R.;
Soland, James

Publication type:

Article

Identifying Disengaged Survey Responses: New Evidence Using Response Time Metadata.

Published in:

Applied Measurement in Education, 2019, v. 32, n. 2, p. 151, doi. 10.1080/08957347.2019.1577244

By:

Soland, James;
Wise, Steven L.;
Gao, Lingyun

Publication type:

Article

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

Published in:

Applied Measurement in Education, 2018, v. 31, n. 4, p. 312, doi. 10.1080/08957347.2018.1495213

By:

Soland, James

Publication type:

Article

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

Published in:

Applied Measurement in Education, 2017, v. 30, n. 1, p. 52, doi. 10.1080/08957347.2016.1247844

By:

Soland, James

Publication type:

Article

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

Published in:

Journal of Educational & Behavioral Statistics, 2022, v. 47, n. 5, p. 576, doi. 10.3102/10769986221099906

By:

Domingue, Benjamin W.;
Kanopka, Klint;
Stenhaug, Ben;
Sulik, Michael J.;
Beverly, Tanesia;
Brinkhuis, Matthieu;
Circi, Ruhan;
Faul, Jessica;
Liao, Dandan;
McCandliss, Bruce;
Obradović, Jelena;
Piech, Chris;
Porter, Tenelle;
Consortium, Project iLEAD;
Soland, James;
Weeks, Jon;
Wise, Steven L.;
Yeatman, Jason

Publication type:

Article

Predicting Time to Reclassification for English Learners: A Joint Modeling Approach.

Published in:

Journal of Educational & Behavioral Statistics, 2019, v. 44, n. 1, p. 78, doi. 10.3102/1076998618791259

By:

Matta, Tyler H.;
Soland, James

Publication type:

Article

Designing measures of complex collaborations with participatory, evidence-centered design.

Published in:

Frontiers in Research Metrics & Analytics, 2024, p. 1, doi. 10.3389/frma.2024.1210547

By:

Farrell, Caitlin C.;
Penuel, William R.;
Arce-Trigatti, Paula;
Soland, James;
Singleton, Corinne;
Resnick, Alison Fox;
Stamatis, Kristina;
Riedy, Robbin;
Henrick, Erin;
Sexton, Stacey;
Wellberg, Sarah;
Schmidt, Danny

Publication type:

Article

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

Published in:

Large-scale Assessments in Education, 2021, v. 9, n. 1, p. 1, doi. 10.1186/s40536-021-00100-w

By:

Soland, James;
Kuhfeld, Megan;
Rios, Joseph

Publication type:

Article

Developing a measure to evaluate education research-practice partnerships.

Published in:

Research Evaluation, 2024, v. 33, p. 1, doi. 10.1093/reseval/rvae042

By:

Soland, James;
Penuel, William R;
Farrell, Caitlin C;
Wellberg, Sarah

Publication type:

Article

Beyond group comparisons: Accounting for intersectional sources of bias in international survey measures.

Published in:

International Journal of Testing, 2024, v. 24, n. 3, p. 230, doi. 10.1080/15305058.2024.2364168

By:

Xu, Rujun;
Soland, James

Publication type:

Article

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

Published in:

International Journal of Testing, 2022, v. 22, n. 2, p. 154, doi. 10.1080/15305058.2022.2036161

By:

Rios, Joseph A.;
Soland, James

Publication type:

Article

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

Published in:

International Journal of Testing, 2020, v. 20, n. 1, p. 57, doi. 10.1080/15305058.2019.1605999

By:

Wise, Steven L.;
Soland, James;
Bo, Yuanchao

Publication type:

Article

Digital Module 32: Understanding and Mitigating the Impact of Low Effort on Common Uses of Test and Survey Scores.

Published in:

Educational Measurement: Issues & Practice, 2023, v. 42, n. 2, p. 75, doi. 10.1111/emip.12555

By:

Soland, James

Publication type:

Article

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.

Published in:

Educational Measurement: Issues & Practice, 2019, v. 38, n. 3, p. 86, doi. 10.1111/emip.12260

By:

Soland, James

Publication type:

Article

Understanding newcomer English learner students' English language development: Comparisons and predictors.

Published in:

Bilingual Research Journal, 2022, v. 45, n. 2, p. 180, doi. 10.1080/15235882.2022.2111618

By:

Umansky, Ilana M.;
Thompson, Karen D.;
Soland, James;
Kibler, Amanda K.

Publication type:

Article

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

Published in:

British Journal of Educational Psychology, 2022, v. 92, n. 2, p. 1, doi. 10.1111/bjep.12463

By:

Soland, James;
Kuhfeld, Megan

Publication type:

Article

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

Published in:

Teachers College Record, 2021, v. 123, n. 12, p. 211, doi. 10.1177/01614681211070876

By:

Soland, James

Publication type:

Article

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

Published in:

Teachers College Record, 2020, v. 122, n. 14, p. 1, doi. 10.1177/016146812012201403

By:

SOLAND, JAMES;
DOMINGUE, BENJAMIN;
LANG, DAVID

Publication type:

Article

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

Published in:

Teachers College Record, 2018, v. 120, n. 12, p. 1, doi. 10.1177/016146811812001202

By:

SOLAND, JAMES

Publication type:

Article

Combining Academic, Noncognitive, and College Knowledge Measures to Identify Students Not on Track For College: A Data-Driven Approach.

Published in:

Research & Practice in Assessment, 2017, v. 12, p. 5

By:

Soland, James

Publication type:

Article