

District and school leaders’ perspectives on leading & learning during the COVID-19 pandemic
This report captures the perspectives of district, school, and teacher leaders (hereafter referred to as “local leaders”) to surface best practices for supporting student learning during COVID-19.
By: Hayley Weddle, Ayesha K. Hashim, Ogechi Irondi
Topics: COVID-19 & schools, Empowering educators


English MAP Reading Fluency technical report
This technical report documents the processes and procedures employed by NWEA to build and support the English MAP Reading Fluency assessment.
By: Fang Peng, Kang Xue, Carmen Hall, John Newburn
Products: MAP Reading Fluency
Topics: Computer adaptive testing, Reading & language arts, Test design


Technical appendix for: Student achievement in 2021-22: Cause for hope and continued urgency
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research included in Student achievement in 2021-22: Cause for hope and continued urgency.
By: Megan Kuhfeld, Karyn Lewis
Topics: COVID-19 & schools, Equity


Student achievement in 2021-22: Cause for hope and continued urgency
New NWEA research finds signs of academic rebounding in the 2021-22 school year while simultaneously underscoring the sustained need for urgency in responding to the COVID-19 crisis.
By: Megan Kuhfeld, Karyn Lewis
Topics: COVID-19 & schools


Achievement and growth norms for English MAP Reading Fluency Foundational Skills
This report documents the norming study procedure used to produce the achievement and growth user norms for English MAP Reading Fluency Foundational Skills.
By: Wei He
Products: MAP Reading Fluency
Topics: Measurement & scaling


Test score patterns across three COVID-19-impacted school years
This study uses test scores from 5.4 million U.S. students in Grades 3–8 to track changes in math and reading achievement across the first 2 years of the COVID-19 pandemic.
By: Megan Kuhfeld, James Soland, Karyn Lewis
Topics: COVID-19 & schools, Equity


Pathways of mathematics achievement in preschool: Examining executive function and task orientation
This study used longitudinal data from a sample of 467 preschoolers to examine (1) if children’s executive function (EF) skills at the beginning of pre-K predict growth in their mathematics achievement across the pre-K year, (2) whether growth in learning behaviors, specifically task orientation, mediate the associations between EF and mathematics achievement, and (3) if there are sex differences in these associations.
By: Tara Hofkens, Jessica Whittaker, Robert Pianta, Virginia Vitiello, Erik Ruzek, Arya Ansari
Topics: Early learning, Math & STEM