Megan Kuhfeld
Dados Biográficos
| ID | 307135 |
|---|---|
| NOME | Megan Kuhfeld |
| PRENOMES | Megan |
| SOBRENOME | Kuhfeld |
| ASSINATURA | KUHFELD M |
| AFILIAÇÕES | NWEA, Portland, OR, USA |
| ORCID | 0000-0002-2231-5228 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 156 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Gender Gaps in Early Grades
This study examined the development of achievement differences by gender from kindergarten through fifth grade using data from almost 12 million U.S. students across nine kindergarten cohorts. Prior to the COVID-19 pandemic, girls entered school ahead in both subjects, but their math advantage has diminished over time. Boys consistently surpassed girls in math skills during elementary school, while girls maintained a steady lead in reading. These…
Noncognitive Factors and Student Long-Run Success
Noncognitive constructs such as self-efficacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource constraints. This study addresses this issue by comparing the predictive validity of two most widely used metrics on noncogntive outcomes—observable acade…
Combined Schools as a (Non) Protective Factor During the Covid-19 Pandemic
Combined schools spanning the elementary and middle grades (like K–8 schools) can protect students from harms associated with structural transitions by offering a stable school environment at a time when youth are undergoing many physical, psychological, and social changes. Using math and reading MAP Growth assessment scores from 20,000 students in parallel prepandemic and pandemic event studies, we investigate the extent to which the protective …
Summer School as a Learning Loss Recovery Strategy After Covid-19
To make up for pandemic-related learning losses, many U.S. public school districts have increased enrollment in their summer school programs. We assessed summer school as a strategy for COVID-19 learning recovery by tracking the academic progress of students who attended summer school in 2022 across eight districts serving 400,000 students. Using value-added models that control for students’ demographics and prior achievement, we estimated a posi…
Research, interrupted
The COVID-19 pandemic caused tremendous upheaval in schooling. In addition to devasting effects on students, these disruptions had consequences for researchers conducting studies on education programs and policies. Given the likelihood of future large-scale disruptions, it is important for researchers to plan resilient studies and think critically about adaptations when such turbulence arises. In this article, we utilize qualitative analysis of i…
A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth
Social and emotional competency development from fourth to 12th grade
Educators have become increasingly committed to social and emotional learning in schools. However, we know too little about the typical growth trajectories of the competencies that schools are striving to improve. We leverage data from the California Office to Reform Education, a consortium of districts in California serving over 1.5 million students, that administers annual surveys to students to measure social and emotional competencies (SECs).…
Attention and behavior problems in childhood predict adult financial status, health, and criminal activity
This study is a conceptual replication of a widely cited study by Moffitt et al. (2011) which found that attention and behavior problems in childhood (a composite of impulsive hyperactive, inattentive, and impulsive-aggressive behaviors labeled "self-control") predicted adult financial status, health, and criminal activity. Using data from longitudinal cohort studies in the United States (n = 1,168) and the United Kingdom ( n = 16,506), we largel…
Measuring Middle School Achievement Trajectories for College Readiness
This study identifies students’ academic trajectories in the middle grades relative to a set of college readiness benchmarks. We apply math and reading college readiness benchmarks to rich longitudinal data for more than 360,000 students across the nation. Student-level and school-level demographic characteristics significantly predict academic trajectories. Compared to White and Asian students, higher proportions of Black and Hispanic student ar…
Empirical benchmarks for changes in social and emotional skills over time
This study provides empirical benchmarks that quantify typical changes in students’ reports of social and emotional skills in a large, diverse sample. Data come from six cohorts of students (N = 361,815; 6% Asian, 8% Black, 68% White, 75% Latinx, 50% Female) who responded to the CORE survey from 2015 to 2018 and help quantify typical gains/declines in growth mindset, self-efficacy, self-management, and social awareness. Results show fluctuations …
A Multi-Rater Latent Growth Curve Model
To avoid the subjectivity of having a single person evaluate a construct of interest (e.g., a student's self-efficacy in school), multiple raters are often used. Increasingly, data that use multiple raters to evaluate psychological and social-emotional constructs over time are available. While a range of models to address measurement issues that arise when using multiple raters have been presented, including a small number for longitudinal data, …
Test Score Patterns Across Three Covid-19-Impacted School Years
The COVID-19 pandemic has been a seismic and ongoing disruption to K–12 schooling. Using test scores from 5.4 million U.S. students in Grades 3–8, we tracked changes in math and reading achievement across the first 2 years of the pandemic. Average math test scores in the fall of 2021 in Grades 3–8 were .20–.27 standard deviation (SD) lower relative to same-grade peers in the fall of 2019, while reading test scores decreased by .09–.18 SD. Achieve…
Identifying students who are off-track academically at the start of secondary school
BackgroundResearch shows that successfully transitioning from intermediate school to secondary school is pivotal for students to remain on track to graduate. Studies also indicate that a successful transition is a function not only of how prepared the students are academically but also whether they have the social-emotional learning (SEL) skills to succeed in a more independent secondary school environment.AimYet, little is known about whether st…
Schools as a Relatively Standardizing Institution
Growing evidence suggests that contrary to popular belief, schools mostly do not generate achievement gaps in cognitive skills but, rather, reflect the inequalities that already exist. In the case of socioeconomic status, exposure to school often reduces gaps. Surprisingly little is known, however, about whether this pattern extends to gender gaps in cognitive skills. We compare how gender gaps in math and reading change when children are in scho…
Do Response Styles Affect Estimates of Growth on Social-Emotional Constructs? Evidence from Four Years of Longitudinal Survey Scores
Survey respondents employ different response styles when they use the categories of the Likert scale differently despite having the same true score on the construct of interest. For example, respondents may be more likely to use the extremes of the response scale independent of their true score. Research already shows that differing response styles can create a construct-irrelevant source of bias that distorts fundamental inferences made based on…
Preschool executive function and adult outcomes
The present study examined longitudinal associations between preschoolers' executive function (EF) and adult educational attainment, impulse control, and general health directly and through its cascading effects on childhood and adolescent EF using a large, national, and prospective longitudinal sample of participants. Data were drawn from the National Institute of Child Health and Human Development study of Early Child Care and Youth Development…
When Does Inequality Grow? A Seasonal Analysis of Racial/Ethnic Disparities in Learning From Kindergarten Through Eighth Grade
What role does schooling play in the development of racial/ethnic inequalities in academic skills? Seasonal learning studies, which allow researchers to compare the growth of achievement gaps when school is in versus out of session, provide important evidence regarding whether schools reduce, reproduce, or exacerbate educational inequalities. Most studies that have compared the growth of achievement gaps when school is in versus out of session ha…
Schools as Refractors
How does schooling affect inequality in students' academic skills? Studies comparing children's trajectories during summers and school years provide a provocative way of addressing this question, but the most persuasive seasonal studies (1) focus primarily on skill gaps between social categories (e.g., social class, race/ethnicity), which constitute only a small fraction of overall skill inequality, and (2) are restricted to early grades, making …
Mind the kinder-gap
States have invested heavily in improving early childhood education in hopes of improving student reading and math skills before they enter kindergarten. However, there is limited national data from later than 2010 on children’s skills in these areas at kindergarten entry, so it is difficult for educators and policy makers to ascertain whether these investments have paid off. One available source is the NWEA’s MAP Growth assessment. Christine Pit…
Projecting the Potential Impact of Covid-19 School Closures on Academic Achievement
As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students ar…
Trends in Children’s Academic Skills at School Entry
Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past 10 years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines acade…
A Two Decade Examination of Historical Race/Ethnicity Disparities in Academic Achievement by Poverty Status
An Interpretive Validity Analysis of the Tripod Survey
"An Interpretive Validity Analysis of the Tripod Survey." Multivariate Behavioral Research, 50(6), p. 726
Projecting the Potential Impact of Covid-19 School Closures on Academic Achievement
As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students ar…
Test Score Patterns Across Three Covid-19-Impacted School Years
The COVID-19 pandemic has been a seismic and ongoing disruption to K–12 schooling. Using test scores from 5.4 million U.S. students in Grades 3–8, we tracked changes in math and reading achievement across the first 2 years of the pandemic. Average math test scores in the fall of 2021 in Grades 3–8 were .20–.27 standard deviation (SD) lower relative to same-grade peers in the fall of 2019, while reading test scores decreased by .09–.18 SD. Achieve…
Preschool executive function and adult outcomes
The present study examined longitudinal associations between preschoolers' executive function (EF) and adult educational attainment, impulse control, and general health directly and through its cascading effects on childhood and adolescent EF using a large, national, and prospective longitudinal sample of participants. Data were drawn from the National Institute of Child Health and Human Development study of Early Child Care and Youth Development…
When Does Inequality Grow? A Seasonal Analysis of Racial/Ethnic Disparities in Learning From Kindergarten Through Eighth Grade
What role does schooling play in the development of racial/ethnic inequalities in academic skills? Seasonal learning studies, which allow researchers to compare the growth of achievement gaps when school is in versus out of session, provide important evidence regarding whether schools reduce, reproduce, or exacerbate educational inequalities. Most studies that have compared the growth of achievement gaps when school is in versus out of session ha…
A Two Decade Examination of Historical Race/Ethnicity Disparities in Academic Achievement by Poverty Status
Trends in Children’s Academic Skills at School Entry
Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past 10 years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines acade…
Social and emotional competency development from fourth to 12th grade
Educators have become increasingly committed to social and emotional learning in schools. However, we know too little about the typical growth trajectories of the competencies that schools are striving to improve. We leverage data from the California Office to Reform Education, a consortium of districts in California serving over 1.5 million students, that administers annual surveys to students to measure social and emotional competencies (SECs).…
Attention and behavior problems in childhood predict adult financial status, health, and criminal activity
This study is a conceptual replication of a widely cited study by Moffitt et al. (2011) which found that attention and behavior problems in childhood (a composite of impulsive hyperactive, inattentive, and impulsive-aggressive behaviors labeled "self-control") predicted adult financial status, health, and criminal activity. Using data from longitudinal cohort studies in the United States (n = 1,168) and the United Kingdom ( n = 16,506), we largel…
Identifying students who are off-track academically at the start of secondary school
BackgroundResearch shows that successfully transitioning from intermediate school to secondary school is pivotal for students to remain on track to graduate. Studies also indicate that a successful transition is a function not only of how prepared the students are academically but also whether they have the social-emotional learning (SEL) skills to succeed in a more independent secondary school environment.AimYet, little is known about whether st…
Schools as Refractors
How does schooling affect inequality in students' academic skills? Studies comparing children's trajectories during summers and school years provide a provocative way of addressing this question, but the most persuasive seasonal studies (1) focus primarily on skill gaps between social categories (e.g., social class, race/ethnicity), which constitute only a small fraction of overall skill inequality, and (2) are restricted to early grades, making …
An Interpretive Validity Analysis of the Tripod Survey
"An Interpretive Validity Analysis of the Tripod Survey." Multivariate Behavioral Research, 50(6), p. 726
A Two Decade Examination of Historical Race/Ethnicity Disparities in Academic Achievement by Poverty Status
Mind the kinder-gap
States have invested heavily in improving early childhood education in hopes of improving student reading and math skills before they enter kindergarten. However, there is limited national data from later than 2010 on children’s skills in these areas at kindergarten entry, so it is difficult for educators and policy makers to ascertain whether these investments have paid off. One available source is the NWEA’s MAP Growth assessment. Christine Pit…
Projecting the Potential Impact of Covid-19 School Closures on Academic Achievement
As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students ar…
Trends in Children’s Academic Skills at School Entry
Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past 10 years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines acade…
Do Response Styles Affect Estimates of Growth on Social-Emotional Constructs? Evidence from Four Years of Longitudinal Survey Scores
Survey respondents employ different response styles when they use the categories of the Likert scale differently despite having the same true score on the construct of interest. For example, respondents may be more likely to use the extremes of the response scale independent of their true score. Research already shows that differing response styles can create a construct-irrelevant source of bias that distorts fundamental inferences made based on…
Preschool executive function and adult outcomes
The present study examined longitudinal associations between preschoolers' executive function (EF) and adult educational attainment, impulse control, and general health directly and through its cascading effects on childhood and adolescent EF using a large, national, and prospective longitudinal sample of participants. Data were drawn from the National Institute of Child Health and Human Development study of Early Child Care and Youth Development…
When Does Inequality Grow? A Seasonal Analysis of Racial/Ethnic Disparities in Learning From Kindergarten Through Eighth Grade
What role does schooling play in the development of racial/ethnic inequalities in academic skills? Seasonal learning studies, which allow researchers to compare the growth of achievement gaps when school is in versus out of session, provide important evidence regarding whether schools reduce, reproduce, or exacerbate educational inequalities. Most studies that have compared the growth of achievement gaps when school is in versus out of session ha…
Schools as Refractors
How does schooling affect inequality in students' academic skills? Studies comparing children's trajectories during summers and school years provide a provocative way of addressing this question, but the most persuasive seasonal studies (1) focus primarily on skill gaps between social categories (e.g., social class, race/ethnicity), which constitute only a small fraction of overall skill inequality, and (2) are restricted to early grades, making …
Measuring Middle School Achievement Trajectories for College Readiness
This study identifies students’ academic trajectories in the middle grades relative to a set of college readiness benchmarks. We apply math and reading college readiness benchmarks to rich longitudinal data for more than 360,000 students across the nation. Student-level and school-level demographic characteristics significantly predict academic trajectories. Compared to White and Asian students, higher proportions of Black and Hispanic student ar…
Empirical benchmarks for changes in social and emotional skills over time
This study provides empirical benchmarks that quantify typical changes in students’ reports of social and emotional skills in a large, diverse sample. Data come from six cohorts of students (N = 361,815; 6% Asian, 8% Black, 68% White, 75% Latinx, 50% Female) who responded to the CORE survey from 2015 to 2018 and help quantify typical gains/declines in growth mindset, self-efficacy, self-management, and social awareness. Results show fluctuations …
A Multi-Rater Latent Growth Curve Model
To avoid the subjectivity of having a single person evaluate a construct of interest (e.g., a student's self-efficacy in school), multiple raters are often used. Increasingly, data that use multiple raters to evaluate psychological and social-emotional constructs over time are available. While a range of models to address measurement issues that arise when using multiple raters have been presented, including a small number for longitudinal data, …
Test Score Patterns Across Three Covid-19-Impacted School Years
The COVID-19 pandemic has been a seismic and ongoing disruption to K–12 schooling. Using test scores from 5.4 million U.S. students in Grades 3–8, we tracked changes in math and reading achievement across the first 2 years of the pandemic. Average math test scores in the fall of 2021 in Grades 3–8 were .20–.27 standard deviation (SD) lower relative to same-grade peers in the fall of 2019, while reading test scores decreased by .09–.18 SD. Achieve…
Identifying students who are off-track academically at the start of secondary school
BackgroundResearch shows that successfully transitioning from intermediate school to secondary school is pivotal for students to remain on track to graduate. Studies also indicate that a successful transition is a function not only of how prepared the students are academically but also whether they have the social-emotional learning (SEL) skills to succeed in a more independent secondary school environment.AimYet, little is known about whether st…
Schools as a Relatively Standardizing Institution
Growing evidence suggests that contrary to popular belief, schools mostly do not generate achievement gaps in cognitive skills but, rather, reflect the inequalities that already exist. In the case of socioeconomic status, exposure to school often reduces gaps. Surprisingly little is known, however, about whether this pattern extends to gender gaps in cognitive skills. We compare how gender gaps in math and reading change when children are in scho…
Attention and behavior problems in childhood predict adult financial status, health, and criminal activity
This study is a conceptual replication of a widely cited study by Moffitt et al. (2011) which found that attention and behavior problems in childhood (a composite of impulsive hyperactive, inattentive, and impulsive-aggressive behaviors labeled "self-control") predicted adult financial status, health, and criminal activity. Using data from longitudinal cohort studies in the United States (n = 1,168) and the United Kingdom ( n = 16,506), we largel…
Research, interrupted
The COVID-19 pandemic caused tremendous upheaval in schooling. In addition to devasting effects on students, these disruptions had consequences for researchers conducting studies on education programs and policies. Given the likelihood of future large-scale disruptions, it is important for researchers to plan resilient studies and think critically about adaptations when such turbulence arises. In this article, we utilize qualitative analysis of i…
A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth
Social and emotional competency development from fourth to 12th grade
Educators have become increasingly committed to social and emotional learning in schools. However, we know too little about the typical growth trajectories of the competencies that schools are striving to improve. We leverage data from the California Office to Reform Education, a consortium of districts in California serving over 1.5 million students, that administers annual surveys to students to measure social and emotional competencies (SECs).…
Noncognitive Factors and Student Long-Run Success
Noncognitive constructs such as self-efficacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource constraints. This study addresses this issue by comparing the predictive validity of two most widely used metrics on noncogntive outcomes—observable acade…
Combined Schools as a (Non) Protective Factor During the Covid-19 Pandemic
Combined schools spanning the elementary and middle grades (like K–8 schools) can protect students from harms associated with structural transitions by offering a stable school environment at a time when youth are undergoing many physical, psychological, and social changes. Using math and reading MAP Growth assessment scores from 20,000 students in parallel prepandemic and pandemic event studies, we investigate the extent to which the protective …
Summer School as a Learning Loss Recovery Strategy After Covid-19
To make up for pandemic-related learning losses, many U.S. public school districts have increased enrollment in their summer school programs. We assessed summer school as a strategy for COVID-19 learning recovery by tracking the academic progress of students who attended summer school in 2022 across eight districts serving 400,000 students. Using value-added models that control for students’ demographics and prior achievement, we estimated a posi…
Gender Gaps in Early Grades
This study examined the development of achievement differences by gender from kindergarten through fifth grade using data from almost 12 million U.S. students across nine kindergarten cohorts. Prior to the COVID-19 pandemic, girls entered school ahead in both subjects, but their math advantage has diminished over time. Boys consistently surpassed girls in math skills during elementary school, while girls maintained a steady lead in reading. These…
Psychology (21 obras) · Early Childhood Education and Development (15 obras) · Developmental psychology (13 obras) · Mathematics education (11 obras) · School Choice and Performance (11 obras) · Academic achievement (9 obras) · Medicine (9 obras) · Political science (8 obras) · Sociology (7 obras) · Demography (5 obras)