Although college enrollment has increased significantly over the last few decades, approximately 60% of students graduate within eight years, and only 2% of former college students with no degree choose to re-enroll. In this project, we examine whether student supports can improve short-term reenrollment outcomes for students who attempted but dropped out of college and wish to return.
This report details the development of a learning progression for the understanding of fractions. The intended use of the learning progression is to support formative assessment practices for children as they receive instruction during elementary school. The validity of the learning progression is evaluated by mapping its levels to vertically scaled test items answered by students taking Curriculum Associates' i-Ready Diagnostic Assessment. It is shown that there is a significant moderate correlation between the levels of the learning progression and the difficulty of the test items associated with each level.
Although college enrollment has increased significantly over the last few decades, approximately 60% of students graduate within eight years, and only 2% of former college students with no degree choose to re-enroll. In this project, we examine whether student supports can improve short-term reenrollment outcomes for students who attempted but dropped out of college and wish to return.
This report details the development of a learning progression for the understanding of fractions. The intended use of the learning progression is to support formative assessment practices for children as they receive instruction during elementary school. The validity of the learning progression is evaluated by mapping its levels to vertically scaled test items answered by students taking Curriculum Associates' i-Ready Diagnostic Assessment. It is shown that there is a significant moderate correlation between the levels of the learning progression and the difficulty of the test items associated with each level.