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The British Journal of Educational Psychology|October 29, 2021
Identifying students who are off-track academically at the start of secondary school: The role of social-emotional learning trajectoriesJames Soland, Megan KuhfeldPsychological Methods|December 21, 2023
Scoring assessments in multisite randomized control trials: Examining the sensitivity of treatment effect estimates to measurement choicesMegan Kuhfeld, James SolandMultivariate Behavioral Research|May 13, 2021
A Multi-Rater Latent Growth Curve ModelJames Soland, Megan KuhfeldApplied Psychological Measurement|December 13, 2021
Examining the Performance of the Trifactor Model for Multiple RatersJames Soland, Megan KuhfeldMultivariate Behavioral Research|July 8, 2020
Do Response Styles Affect Estimates of Growth on Social-Emotional Constructs? Evidence from Four Years of Longitudinal Survey ScoresJames Soland, Megan KuhfeldPsychological Methods|October 22, 2020
Avoiding bias from sum scores in growth estimates: An examination of IRT-based approaches to scoring longitudinal survey responsesMegan Kuhfeld, James SolandPsychological Methods|July 14, 2022
How survey scoring decisions can influence your study's results: A trip through the IRT looking glassJames Soland, Megan Kuhfeld, Kelly EdwardsPsychological Assessment|November 10, 2022
Investigating differences in how parents and teachers rate students' self-controlMegan Kuhfeld, James Soland, Karyn LewisThe American Psychologist|May 23, 2024
Social and emotional competency development from fourth to 12th grade: Relations to parental education and genderSara E Rimm-Kaufman, James Soland, Megan KuhfeldChild Development|February 23, 2022
Empirical benchmarks for changes in social and emotional skills over timeJames Soland, Sara E Rimm-Kaufman, Megan Kuhfeld, et al.Pageof 4