Research is the foundation of our work
For more than 40 years, NWEA has been a pioneer in educational research and assessment methodology with a focus on improving learning outcomes for every student. Our Research Centers continue this innovative work through dedicated research that explores foundational issues in education, practical challenges in today’s schools, and the evolving role of technology in the lives of students.
Collaborative for Student Growth
The Collaborative investigates fundamental questions around educational equity, opportunity, and access. Through original research and partnerships with universities and foundations, it seeks to broaden understanding of the challenges facing students, families, and educators and inform new ways to serve them.
Center for School and Student Progress
The Center explores research and policy issues that are directly relevant to helping schools improve outcomes for students. It engages in collaborative research with schools, and provides them with expert consultation and data analysis. In partnership with educators, it aims to make assessment data actionable.
Featured Research
Research brief
Learning during COVID-19: Initial findings on students’ reading and math achievement and growth
How have COVID-19 school closures impacted student academic growth and achievement? New research using fall 2020 MAP Growth assessment data for 4.4 million students provides new insights, key findings, and actionable recommendations.
Topics: COVID-19 and schools, Equity, Measurement & scaling
Latest Research
Research brief
Learning during COVID-19: Initial findings on students’ reading and math achievement and growth
Technical brief
Fall 2019 to fall 2020 MAP Growth attrition analysis
Technical brief
Technical appendix for: Learning during COVID-19: Initial findings on students’ reading and math achievement and growth
Beth Hawkins, The 74
“…states should be working right now, in concert with parents groups, on a menu of solutions.”
Editorial Board, New York Times
“No one yet knows what the long-term impact will be on special-ed students.”
Faith Hill, The Atlantic
