Ashton Terry was recently featured on Shanoff Shadows, a podcast hosted by Dr. Mark Shanoff, Superintendent of The School District of Osceola County (SDOC), as part of an in-depth conversation on research, evaluation, and accountability in K–12 education. In addition to the podcast episode, Ashton was also highlighted in a companion video feature connected to the series.
During the podcast, Ashton discussed CFEED’s work with SDOC, including insights from the Slip-Back Project: a research initiative focused on identifying patterns of academic regression that can emerge across a student’s K–12 journey.
Understanding the Slip-Back Project
The Slip-Back Project examines students who initially demonstrate proficiency on state assessments earning a Level 3–5 score in English Language Arts (ELA) or Mathematics but later experience a decline to a Level 1 or 2 score in the same subject area. This regression, referred to as a “slip-back,” often occurs during key transition points, such as increased academic rigor, school changes, or shifts in instructional expectations.
CFEED’s analysis shows that slip-back events are most common in:
- Mathematics, particularly in Algebra 1 and Geometry, which account for roughly half of all math slip-back occurrences
- Upper elementary and early high school grades, where students encounter new levels of rigor
- Situations involving school mobility, chronic absenteeism, or severe behavioral incidents
From Slip-Back to Bounce-Back
As noted, slip-back research also explores “bounce-back” outcomes, cases where students successfully recover academically after a slip-back. Findings show that students who bounce back are significantly more likely to:
- Earn a higher high school Grade Point Average
- Participate in accelerated coursework in middle and high school
- Graduate high school
- Successfully matriculate to postsecondary education
Initial CFEED research indicated that three out of four students who experienced a slip-back did not later bounce back to proficiency. This highlighted the need for earlier identification and targeted support. However, due to intensive work over the past few school years to identify and intervene with slip-back students, significant improvements have been made. Ashton’s recent SDOC research from the 2024-25 school year showed a bounce-back rate of over 50%, indicating substantial progress.
Connecting Research to Practice
Ashton’s appearance on Shanoff Shadows reflects the value of open dialogue between district leadership and research partners. By grounding conversations in longitudinal data and real student experiences, CFEED and SDOC are working to better understand where students begin to struggle and how systems can respond earlier and more effectively.
This feature aligns with CFEED’s broader mission to support collaborative, evidence-based decision-making across education systems, ensuring that data is not only collected, but meaningfully applied to improve student outcomes.
The podcast is available on Spotify.
Watch the video segment above to hear highlights from the conversation.