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
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: Test design, Computer adaptive testing, Reading & language arts
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
Longitudinal models of reading and mathematics achievement in deaf and hard of hearing students
New research using longitudinal data provides evidence that deaf and hard of hearing (DHH) students continue to build skills in math and reading throughout grades 2 to 8, challenging assumptions that DHH students’ skills plataeu in elementary grades.
By: Stephanie Cawthon, Johny Daniel, North Cooc, Ana Vielma
Topics: Equity, Measurement & scaling
COVID-19 in the early elementary years: A comparison of achievement in spring 2019 and spring 2022
New NWEA research provides further evidence of the challenges that young learners are currently facing from the disruptions of the COVID-19 pandemic.
By: Megan Kuhfeld, Karyn Lewis
Topics: COVID-19 & schools, Early learning, Equity
Technical appendix for: The widening achievement divide during COVID-19
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, The widening achievement divide during COVID-19.
By: Megan Kuhfeld, Meredith Langi, Karyn Lewis
Topics: COVID-19 & schools, Equity