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Research report

Changes in school composition during the COVID-19 pandemic: Implications for school-average interim test score use

School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19–era school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA’s MAP Growth assessments, interim assessments used by states and districts during the 2020–2021 school year.

By: Jonathan Schweig, Megan Kuhfeld, Andrew McEachin, Melissa Diliberti, Louis Mariano

Topics: COVID-19 & schools, Measurement & scaling

2022
Blog article

Equitable learning recovery must be grounded in solid research

The COVID-19 pandemic, coupled with political and social unrest, has deeply disrupted the lives and learning experiences of most students. It has created an urgent need to address long-standing opportunity gaps and has highlighted the importance of providing resources that support student achievement, social-emotional learning, and physical and mental well-being. This urgency for action to address the impacts is valid, but it has also created a noisy environment of potential options of what might be best for students. It’s critical, now more than ever, for decisions to be grounded in solid research.

By: Beth Tarasawa

Topics: COVID-19 & schools, Equity

2022
Journal article

Supporting students with disabilities throughout the year

Students with disabilities lose even more ground than peers during summer and other interruptions in their learning—but they don’t need to. Data point to a need for services that extend beyond the school year.

By: Elizabeth Barker, Angela Johnson

Topics: Equity, Seasonal learning patterns & summer loss

2022
Research brief

Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year

To what extent has the COVID-19 pandemic affected student achievement and growth in reading and math, and which students have been most affected? Using data from 6 million students in grades 3-8 who took MAP Growth assessments in reading and math, this brief examines how gains across the pandemic (fall 2019 to fall 2021) and student achievement in fall 2021 compare to pre-pandemic trends. This research provides insight to leaders working to support recovery.

By: Karyn Lewis, Megan Kuhfeld

Topics: COVID-19 & schools, Equity, Growth modeling

2021
Technical brief

Technical appendix for: Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year

The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year. We investigated two research questions:

  1. How does student achievement in fall 2021 compare to pre-pandemic levels (namely fall 2019)?
  2. How did academic gains between fall 2019 and fall 2021 compare to normative growth expectations?

By: Megan Kuhfeld, Karyn Lewis

Topics: COVID-19 & schools, Equity, Growth modeling

2021
Journal article

Examining the performance of the trifactor model for multiple raters

Using simulations, this study examined the “trifactor model,” a recent model developed to address rater disagreement.

By: James Soland, Megan Kuhfeld

Topics: Measurement & scaling

2021
Journal article

Achievement growth in K-8 Catholic schools using NWEA data

Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors.

By: Julie Dallavis, Megan Kuhfeld, Beth Tarasawa, Stephen Ponisciak

Topics: Early learning, Middle school

2021
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