NEPC Review: Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory (Annenberg Institute, 2024) [Reprint].

Autores

  • Michael Russell Boston College

Resumo

Michael Russell's review of the Annenberg Institute report, Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.

Biografia do Autor

Michael Russell, Boston College

Michael Russell is a professor in the Department of Measurement, Evaluation, Statistics, and Assessment at Boston College. Michael’s research focus has shifted from advancing digital assessment practices to addressing racism and white supremacy in educational measurement. His most recent book, Systemic Racism and Educational Measurement, examines the influence the White Racial Frame has had on educational measurement and quantitative methods, and explores potential influences alternate frames including Critical Theory, Critical Race Theory, QuantCrit, Intersectionality, and Rectificatory Justice could have on the fields of educational measurement and social sciences more broadly.

Referências

[Report Reviewed] Shores, K. A., & Student, S. R. (2024, December). Making the grade: Accounting for course selection in high school transcripts with Item Response Theory, EdWorkingPaper No. 24-1009. Annenberg Institute, Brown University.

Downloads

Publicado

2025-05-21

Como Citar

Russell, M. (2025). NEPC Review: Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory (Annenberg Institute, 2024) [Reprint]. Resenhas Educativas/ANPEd, 32. Recuperado de https://edrev.asu.edu/index.php/ER/article/view/4169

Edição

v. 32 (2025)

Seção

NEPC Think Tank Reviews

Licença

Copyright (c) 2025 Michael Russell

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.

 

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