GSE Scholarly Articles

Robust theoretical and empirical evidence has confirmed that parents’ interactions with their children are directly related to child well-being. In response to this evidence, parenting interactions are increasingly being targeted by policies and interventions globally. Nevertheless, few empirically validated measures of parenting interactions are available for majority world contexts. This study aimed to adapt, implement, and provide validity evidence for an observational assessment of Peruvian mothers’ interactions with their toddlers during a 4-min book reading task. We adapted the Observation of Mother–Child Interactions assessment to simplify its administration and ensure its contextual relevance. We then used data collectors from different backgrounds to live code this adapted assessment in a sample of 2,375 mother–child dyads (M child age = 28.8 months; 50.2% female) in rural Andean Peru. Floor or ceiling effects were identified in 10 of 11 items. Confirmatory factor analyses using a tobit estimator applied in two split-half samples revealed a two-factor solution that distinguished between mothers’ provision of emotional versus cognitive support. Correlations between these observed parenting interaction subscales and mother-reported caregiving processes (e.g., attachment, stimulation) were in the expected directions, statistically significant, and small in magnitude (r < .20). Regression analyses revealed that the observed parenting interaction subscales predicted children’s directly assessed and mother-reported development and behavior, even when controlling for other parenting processes. Implications for the assessment and promotion of parenting processes in the majority world are discussed.

Existing “human-in-the-loop” and similar “loop” metaphors are helpful but do not sufficiently position humans as the agents, learners, and responsible actors that educational purposes require. In education, human agency is necessary both before and after GenAI interaction. Beneficial uses of GenAI in education must be human, then AI, then human again, a principle I abbreviate Human-AI-Human (H-AI-H). To develop this argument, I distinguish among three concentric domains: education, assessment (within education), and measurement (within assessment), and identify the actors who must exercise judgment and the expertise they must develop and possess. I use vignettes to illustrate H-AI-H across these educational domains, showing that responsible and effective GenAI use requires human judgment before interaction to define purposes and criteria, and human judgment after interaction to interpret outputs and accept accountability.

State Technical Advisory Committees (State TACs) play an important and often unrecognized role in the improvement and monitoring of state testing programs across the United States. This article presents the first empirical portrait of State TAC membership and structures, describes the roles and dynamics of TAC meetings through a three-role framework, and offers recommendations for strengthening State TAC practice. Drawing on results from a 2025 initiative that identified 161 unique TAC members serving 48 states and three jurisdictions, we document variation in TAC size, composition, and governance. We argue that State TACs are at a critical juncture, facing new challenges from federal flexibility, technological advances like Artificial Intelligence, and aging membership. We provide operational recommendations for State TACs and strategic recommendations for the field.

This study examines how undocumented college students at a predominantly White institution leverage selective critical agency to navigate cultural and social barriers. By analyzing their strategic engagement in various campus and off-campus spaces, this research highlights how students apply their cultural knowledge and skills to enrich their college experiences despite institutional challenges. The findings reveal that participants actively seek and create spaces that affirm their identities, often challenging dominant norms to advocate for their communities. By choosing classes and activities that resonate with their backgrounds, these students foster personal and academic growth while developing critical consciousness. The research also highlights the importance of off-campus involvement in offering valuable opportunities for cultural connection and application of knowledge, particularly during periods of heightened political uncertainty. This study underscores the need for educational institutions to recognize diverse forms of agency and cultural capital. Findings suggest that empowering marginalized students can lead to a more inclusive learning environment while acknowledging the institutional changes needed to reduce navigation burdens. These insights can inform policies and practices aimed at fostering student resilience and success.

I provide evidence and arguments for increased investment in communication competencies in educational measurement. Building on the 2024 framework for Foundational Competencies in Educational Measurement, I emphasize communication as both a distinct domain and an interactive amplifier of collaboration, technical, and measurement competencies. I draw empirical and conceptual support from labor economics, psychometric job postings, and longstanding calls within measurement scholarship. I then propose a conceptual toolkit called the “3-4-5 Triangle” of measurement mnemonics: the three Ws of test context, the four quadrants of testing purpose, and the five Cs of validity evidence. I illustrate this toolkit in teaching, research, and policy engagement, and situate it within broader commitments to collaboration, community engagement, and transformative research. I conclude by arguing that systematic cultivation and assessment of communication competencies are necessary for the continued relevance, impact, and legitimacy of educational measurement.

This experimental study aimed to replicate and extend a previous efficacy study of an elementary grade content literacy intervention that demonstrated positive effects on students’ vocabulary knowledge depth, argumentative writing, and reading comprehension. Using a cluster (school) randomized trial design, this replication experiment was conducted with 5,494 first- and second- grade students in 30 elementary schools in an urban school district located in the southeastern United States. Teachers implemented thematic lessons (20 lessons) that provided an intellectual framework for helping students acquire networks of related vocabulary knowledge while learning science and social studies content. Teachers integrated thematic lessons, concept mapping, and interactive read-alouds of conceptually related informational texts to enable their students to build networks of vocabulary knowledge and to transfer this knowledge to argumentative writing and collaborative research activities. Confirmatory analyses replicated positive findings on science vocabulary knowledge depth (ES = 0.50) and argumentative writing (ES = 0.24) and also extended positive findings to social studies vocabulary knowledge depth (ES = 0.56) and argumentative writing (ES = 0.44). Positive and statistically significant findings were not replicated on domain-general reading comprehension outcomes. Exploratory analyses indicated that students’ vocabulary knowledge depth partially mediated the impact of content literacy instruction on domain-specific argumentative writing outcomes.

This exploratory follow-up study to a randomized controlled trial examined (a) the differential impact of classroom-based (Tier 1) content literacy intervention on reading and argumentative writing outcomes among Grades 1 and 2 English learners (ELs; n = 1,236) and their Englishproficient peers (EPs; n = 4,161) and (b) the mechanisms determining how the intervention yielded effects on ELs. The study was conducted across 30 elementary schools in an urban U.S. school district. The 10-week intervention, comprised of 20 lessons in science and social studies thematic units, was delivered by classroom teachers. The core components were designed to build students’ content and vocabulary knowledge through informational texts and concept mapping and to transfer their schema to argumentative writing and research collaboration. Results show that while the intervention did not significantly improve reading proficiency (effect size [ES] = .01 for ELs and ES = -.02 for EPs) and basic literacy skills (ES = .04 for ELs and ES = -.02 for EPs), it significantly bolstered argumentative writing in science (ES = .25 for ELs and ES = .24 for EPs) and social studies (ES = .42 for ELs and ES = .44 for EPs). The treatment effect on reading proficiency among ELs was fully mediated by their improved domain-specific vocabulary knowledge and English oral proficiency. A significant indirect effect on social studies argumentative writing through domain-specific vocabulary knowledge was also evident. These findings corroborate the effectiveness of the content literacy intervention, providing insights into for whom and how the intervention was effective.