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Clear Results

Date
Journal article

Effects of 4-day school weeks on older adolescents: Examining impacts of the schedule on academic achievement, attendance, and behavior in high school

Four-day school weeks have proliferated across the United States, but little is known about their implementation or their effects on students. This study uses district-level data from Oklahoma  to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school.

By: Emily Morton

Topics: Student growth & accountability policies

2022
Journal article

The COVID-19 school year: Learning and recovery across 2020-2021

This study uses test scores from 4.9 million U.S. students in Grades 3 through 8 to examine the academic disruptions of the COVID-19 pandemic by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021.

By: Megan Kuhfeld, James Soland, Karyn Lewis, Erik Ruzek, Angela Johnson

Topics: COVID-19 & schools, Equity

2022
Journal article

Assessment in the time of COVID-19: Understanding patterns of student disengagement during remote low-stakes testing

This study compared the test taking disengagement of students taking a remotely administered an adaptive interim assessment in spring 2020 with their disengagement on the assessment administered in-school during fall 2019.

By: Steven Wise, Megan Kuhfeld, John Cronin

Topics: Equity, Innovations in reporting & assessment, School & test engagement

2022
Journal article

Measuring student reading comprehension performance: Considerations of accuracy, equity, and engagement by embedding comprehension items within reading passages

This study evaluates the effects of asking items throughout the passage (i.e., embedding items) to achieve a more precise measure of reading comprehension by removing barriers for students to demonstrate their understanding. Results showed a significant impact of embedding comprehension items within reading passages on the measurement of student achievement in comparison to answering items at the end of the passage.

By: Meg Guerreiro, Elizabeth Barker, Janice Johnson

Topics: Equity, Innovations in reporting & assessment, Reading & language arts

2022
Blog article

NWEA research helps us better understand differential growth during school years and summer for students in SPED

In this blog, Elizabeth Barker shares the motivation and key insights from her study with Angela Johnson exploring academic achievement and growth for students in special education during summers and school years.

By: Elizabeth Barker

Topics: Equity, Seasonal learning patterns & summer loss

2022
Journal article

The instructional legacy of COVID-19: Teacher adaptation in response to the pandemic

This study investigated teacher adaptation to the changes in teaching conditions caused by the transition to distance learning in the COVID-19 pandemic.

By: Helena Connolly, Naina Abowd, Catherine C. Chase

Topics: COVID-19 & schools, Empowering educators

2022
Technical brief

Using Artificial Intelligence (AI) to improve math accessibility for students with visual impairments

This study examines the text quality of math assessment items for students with VI who use screen readers. Using data from about 29.5 million students taking standard versions of the MAP Growth math assessment, and 48,845 students taking accessible versions, we identified high-quality items, those that measured achievement for both students with and without VI equally well, and low-quality items, which showed differences between the two groups of students.

By: Kang Xue, Elizabeth Barker

Topics: Accessibility, Equity, Math & STEM

2022
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Data Visualizations

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971.361.9526

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