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What鈥檚 New at the Center for Assessment, Design, Research and Evaluation

Although the CADRE Newsletter went on something of a hiatus during the COVID-19 pandemic, our team of researchers has remained active throughout.

CADRE Director听听recently completed a book he had been researching and writing over a five year period entitled听听(Routledge, 2021). Since 2020, he has been leading a project in collaboration with the organization Curriculum Associates with the goal of enacting improvements and refinements to the methods used to model and report information about student growth. The collaboration includes two CU graduate students (听补苍诲听) and a team of Curriculum Associates leadership and staff (Laurie Davis, Kristen Huff, Amanda Brice, Logan Rome and Dan Mix). 听They will be presenting the progress they have made on an approach they call 鈥渃ontent-referenced growth鈥� at both the NCME conference and CCSSO鈥檚 National Conference on Student Assessment. In this newsletter, Derek shares some insights motivated by his team鈥檚 work with Curriculum Associates on the topic of summer learning loss. Specifically, Derek illustrates how the statistical artifact of regression to the mean can lead to problematic policy recommendations about summer learning interventions.

Associate Director听听has kept the CADRE ship sailing along while also leading a number of projects with Colorado school districts and the Colorado Department of Education.听In this newsletter Elena shares some insights from an ongoing project with Denver Public Schools that focuses on the evaluation of learning experiences for students in the Arts throughout the district.

Research Associate听听has been working with CADRE Faculty Affiliate听听along with collaborators at Northwestern University and University of California Davis on a 鈥淪ensemakers Project鈥� to identify variations in teachers' knowledge, beliefs, and practices as they enact science curriculum designed to support the Next Generation Science Standards. In this newsletter, Jessica shares a reflection on the role that student identity and belonging play in helping students to think and act like scientists.

Faculty Partner听听has been involved with ongoing projects for the Colorado Department of Education鈥檚 Accountability and School & District Transformation Units. Ben has been actively involved in using Colorado test data to evaluate the effect of the pandemic on student learning. He has a recently completed manuscript that provides guidance and caveats to researchers using test data with the intent of drawing causal inferences that we look forward to sharing soon. In this newsletter, Ben calls attention to an important methodological issue that needs to be taken into consideration when tracking annual changes in student enrollment in K-12 public schools.

Finally, we want to highlight one in a long list of accomplishments for Faculty Partner,听. Lorrie and co-authors Chris Salda帽a and Scott Marion have a forthcoming chapter in the second volume of the AERA Handbook of Education Policy Research entitled, 鈥淪tandards-Based Reform and School Accountability.鈥� After spending many years leading and advising the Research and Evaluation Methodology (REM) program at the School of Education, Lorrie will be retiring from teaching at the end of this school year. She will, however, stay connected to us and we look forward to the continued guidance and wisdom she provides to CADRE, REM, and the larger School of Education and CU 麻豆官网 community.