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Meeting students' basic needs - including ensuring they have access to nutritious meals and a sense of belonging and connection to school - can positively influence students' academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students' Needs explores the factors that both enable and constrain teachers in their efforts to meet students' needs and the consequences of how schools organize this work on teachers' labor and students' learning.

When do children become unequal in reading and math skills? Some research claims that inequality grows mainly before school begins. Some research claims that schools cause inequality to grow. And some research—including the 2004 study “Are Schools the Great Equalizer?”—claims that inequality grows mainly during summer vacations. Unfortunately, the test scores used in the Great Equalizer study suffered from a measurement artifact that exaggerated estimates of inequality growth. In addition, the Great Equalizer study is dated and its participants are no longer school-aged. In this article, we replicate the Great Equalizer study using better test scores in both the original data and a newer cohort of children. When we use the new test scores, we find that variance is substantial at the start of kindergarten and does not grow but actually shrinks over the next two to three years. This finding, which was not evident in the original Great Equalizer study, implicates the years before kindergarten as the primary source of inequality in elementary reading and math. Total score variance grows during most summers and shrinks during most school years, suggesting that schools reduce inequality overall. Changes in inequality are small after kindergarten and do not replicate consistently across grades, subjects, or cohorts. That said, socioeconomic gaps tend to shrink during the school year and grow during the summer, while the black-white gap tends to follow the opposite pattern.

This study aims to examine articles on high-stakes testing using a bibliometric analysis method. High-stakes testing represents a critical tool through which schools and educators are evaluated based on student performance, thereby shaping educational policies. Within the scope of this research, 1,947 articles published between 2000 and 2024 were retrieved from the Web of Science Core Collection (WoS) database using the \"Topic\" field with the keywords \"education AND high stakes testing OR accountability\" and subsequently analyzed. The analysis employed the VOSviewer software. Findings indicate a notable increase in publications in this field, particularly after 2010. Among collaborating organizations, Stanford University emerged as prominent, underscoring the United States' leadership in the domain. Co-citation analysis identified the American Educational Research Journal as the most influential journal. Furthermore, \"accountability\" was the most frequently used keyword. The trends revealed in the study highlight the role of high-stakes testing within educational systems, the increase in the number of studies over the years, and its multidimensional nature. The results demonstrate how high-stakes testing shape education and indicate that more research could be conducted in this area in the future.

This study describes psychometric properties of the NIH Toolbox Cognition Battery (NIHTB-CB) executive function measures in an adult sample. The NIHTB-CB was designed for use in epidemiologic studies and clinical trials for ages 3 to 85. A total of 268 self-described healthy adults were recruited at four university-based sites, using stratified sampling guidelines to target demographic variability for age (20–85 years), gender, education and ethnicity. The NIHTB-CB contains two computer-based instruments assessing executive function: the Dimensional Change Card Sort (a measure of cognitive flexibility) and a flanker task (a measure of inhibitory control and selective attention). Participants completed the NIHTB-CB, corresponding gold standard convergent and discriminant measures, and sociodemographic questionnaires. A subset of participants (N=89) was retested 7 to 21 days later. Results reveal excellent sensitivity to age-related changes during adulthood, excellent test–retest reliability, and adequate to good convergent and discriminant validity. The NIH Toolbox EF measures can be used effectively in epidemiologic and clinical studies. (JINS, 2014, 20, 1–10)

Remediation is one of the largest single interventions intended to improve outcomes for underprepared college students, yet little is known about the remedial screening process. Using administrative data and a rich predictive model, we find that severe mis-assignments are common using current test-score-cutoff-based policies, with \"underplacement\" in remediation much more common than \"overplacement\" college courses. Incorporating high school transcripts into the process could significantly reduce placement errors, but adding test scores to already available high school data often provides little marginal benefit. Moreover, the choice of screening policy has significant implications for the racial and gender composition of college-level courses. Finally, the use of more accurate screening tools would enable institutions to remediate substantially fewer students without compromising college success.

This paper presents the development and validation of a cost-effective 3D-printed conductive phantom for EEG sensing system validation that achieves 85% cost reduction (£48.10 vs. £300–£500) and 48-hour fabrication time while providing consistent electrical properties suitable for standardized electrode testing. The phantom was fabricated using conductive PLA filament in a two-component design with a conductive upper section and a non-conductive base for structural support. Comprehensive validation employed three complementary approaches: DC resistance measurements (821–1502 Ω), complex impedance spectroscopy at 100 Hz across anatomical regions (3.01–6.4 kΩ with capacitive behavior), and 8-channel EEG system testing (5–11 kΩ impedance range). The electrical characterization revealed spatial heterogeneity and consistent electrical properties suitable for comparative electrode evaluation and EEG sensing system validation applications. To establish context, we analyzed six existing phantom technologies including commercial injection-molded phantoms, saline solutions, hydrogels, silicone models, textile-based alternatives, and multi-material implementations. This analysis identifies critical accessibility barriers in current technologies, particularly cost constraints (£5000–20,000 tooling) and extended production timelines that limit widespread adoption. The validated 3D-printed phantom addresses these limitations while providing appropriate electrical properties for standardized EEG electrode testing. The demonstrated compatibility with clinical EEG acquisition systems establishes the phantom’s suitability for electrode performance evaluation and multi-channel system validation as a standardized testing platform, ultimately contributing to democratized access to EEG sensing system validation capabilities for broader research communities.

Statewide assessments in reading and math are required every year under the Every Student Succeeds Act (ESSA) of 2015, at an annual expense of billions of taxpayer dollars. Analyzing 10 years of school-level results from public schools in two states—Nebraska and Texas—we found that year-to-year correlations of schools’ test scores were exceptionally high, with reading and math correlations regularly above r = 0.9, indicating that little new information is derived from annual testing. Furthermore, while schools experiencing the largest demographic changes had significantly lower year-to-year correlations—highlighting the sensitivity of these scores to changes in underlying student demographics—even these lower correlations remained strong. We argue that the frequency of these tests may therefore be reduced, yielding substantial savings of time and money and no loss of useful information.

The United States Medical Licensing Examination (USMLE) Step 1, arguably the most significant assessment in the USMLE examination series, changed from a 3-digit score to a pass/fail outcome in January 2022. Given the rapidly evolving body of literature on this subject, this paper aims to provide a comprehensive review of the historical context and impact of this change on various stakeholders involved in residency selection. For this, relevant keyword-based searches were performed in PubMed, Google Scholar, and Scopus to identify relevant literature. Given the unique history of USMLE Step 1 in the US residency selection process and the score’s correlation with future performance in board-certifying examinations in different specialties, this scoring change is predicted to significantly impact US Doctor of Medicine students, US Doctor of Osteopathic Medicine students, international medical graduates, and residency program directors, among others. The significance and the rationale of the pass/fail change along with the implications for both residency applicants and educators are also summarized in this paper. Although medical programs, academic institutions, and residency organizing bodies across the United States have swiftly stepped up to ensure a seamless transition and have attempted to ensure equity for all, the conversion process carries considerable uncertainty for residency applicants. For educators, the increasing number of applications conflicts with holistic application screening, leading to the expected greater use of objective measures, with USMLE Step 2 Clinical Knowledge likely becoming the preferred screening tool in lieu of Step 1.

In standardized educational testing, test items are reused in multiple test administrations. To ensure the validity of test scores, the psychometric properties of items should remain unchanged over time. In this article, we consider the sequential monitoring of test items, in particular, the detection of abrupt changes to their psychometric properties, where a change can be caused by, for example, leakage of the item or change of the corresponding curriculum. We propose a statistical framework for the detection of abrupt changes in individual items. This framework consists of (1) a multistream Bayesian change point model describing sequential changes in items, (2) a compound risk function quantifying the risk in sequential decisions, and (3) sequential decision rules that control the compound risk. Throughout the sequential decision process, the proposed decision rule balances the trade-off between two sources of errors, the false detection of prechange items, and the nondetection of postchange items. An item-specific monitoring statistic is proposed based on an item response theory model that eliminates the confounding from the examinee population which changes over time. Sequential decision rules and their theoretical properties are developed under two settings: the oracle setting where the Bayesian change point model is completely known and a more realistic setting where some parameters of the model are unknown. Simulation studies are conducted under settings that mimic real operational tests.

Competency-based testing and credentialing (CBTC) initiatives aim to address inequity in adult education by fundamentally changing how states use GED®, HiSET®, and TASC™ test scores to award and withhold high school equivalency credentials. However, CBTC is inconsistent with how developers intend states to use those scores. Accordingly, it falls on states to evidence the validity of such interpretations. In the present study, I do just that – analyzing the extent to which GED®, HiSET®, and TASC™ test scores reflect interchangeable measures of academic attainment for the purpose of credentialing high school completion. Findings suggest high alignment between these tests across all sources and types of validity evidence. This finding – that CBTC-oriented use of GED®, HiSET®, and TASC™ test scores is valid – may appear simple, but the policy implications are complex. Considerations range from how states should handle non-authorized test scores to how they can support stakeholders’ understanding of those scores.