5.30.23 Don’t test after lunch: Time of day affects test-taking engagement When we assess a student’s achievement using MAP® Growth™, we assume they remain fully engaged throughout the test. This assumption allows us to view their RIT score as an accurate... Read more
5.25.23 Free lesson plans for your science classroom are here I’ve said it before and I’ll say it again: science is not neutral. Given this reality, it makes sense that students need opportunities to see science through an equity lens and build the... Read more
5.23.23 Measuring growth and understanding negative growth As an NWEA researcher, I often answer questions about how to interpret changes in observed scores on MAP® Growth™. Measuring student growth with MAP Growth is a lot like measuring growth in... Read more
5.18.23 How responsive teaching can transform reading instruction How much do we want all our students to be successful in reading? I’ll borrow a phrase from my son when he was little and say, “Infinity much.” We can all get behind that statement. So how... Read more
5.16.23 To measure a year’s growth, begin with the student The research team at NWEA serves our educational partners by offering technical support on a range of assessment issues, including how to understand and use MAP® Growth™ norms. One common... Read more
5.12.23 State test results must be released more quickly to benefit kids Over the next two months, at least 25 million elementary, middle, and high school students nationwide will sit down for state exams in reading, math, and science. Most caregivers will want... Read more
5.11.23 10 ways I’m putting myself first this summer When I was a new teacher, summer became a “parking lot” of my ideas. During the school year, whenever I would realize an opportunity for growth in myself, I would think, “That’s what... Read more
5.9.23 4 conditions for maintaining instructional coaching success at the end of the school year The end of the school year is a time for celebration and reflection—and it’s important to make sure instructional coaching doesn’t get swept aside by urgent tasks, like testing season and... Read more
5.4.23 How to use progress monitoring to close gaps in foundational reading skills When we use progress monitoring with a student, will we close gaps in learning? Maybe, but maybe not. It all depends on how we respond to the data. So how can we be planful and clear about... Read more
5.2.23 Why it’s important to support fluency in mathematics The idea of fluency is big in K–12 mathematics education. However, there is not a clear, shared meaning of the word. In fact, if you were to ask educators to define “fluency” in the... Read more
4.28.23 States must keep the needs of all students in mind as they revamp assessments The pandemic took an extraordinary toll on teaching and learning in US schools; however some groups of students, including those with disabilities, were disproportionately impacted. The negative... Read more
4.27.23 Research reveals the pros and cons of algebra in eighth grade Between 1990 and 2015, the proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course more than doubled to 43 percent. This... Read more