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Clear Results

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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: Equity, COVID-19 & schools

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
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: Equity, COVID-19 & schools

2022
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