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Clear Results

Date
Journal article

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

2022
Technical report

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

2022
Technical brief

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

2022
Research brief

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

2022
Research report

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

2022
Journal article

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

2022
Journal article

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

2022
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971.361.9526

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