Making assessment data approachable
The Center for School and Student Progress partners directly with schools and districts across the country, engaging in collaborative research on issues that are most relevant to educators’ work with their students.
The Center provides expert consultation to NWEA partner schools and districts to help make assessment data actionable to improve outcomes for students and applicable to address myriad policy questions. Researchers in the Center also collaborate with schools to create new reports and data visualizations and advise on best practices for assessment integrity.
NWEA RESEARCH
Advancing practice and policy
Director Nate Jensen shares how his team’s researchers work side by side with educators to promote school policies and practices that work for students.
MEET OUR RESEARCH TEAM
Featured Research
Data visualization
Mapping the road to college
College Explorer from NWEA® helps students, parents, and teachers develop pathways to higher education. This powerful tool links MAP® Growth™ scores with national benchmarks for colleges, universities, and even specific majors.
Topics: High-growth schools & practices, College & career readiness, High school, Innovations in reporting & assessment
Research by the Center for School and Student Progress
Impacts of school entry age on academic growth through 2nd Grade: A multi-state regression discontinuity analysis
This paper contributes novel causal evidence for the impacts of kindergarten entry age on academic growth in the first three years of school.
Topics: Early learning, Growth modeling
The impact of English Learner reclassification on high school reading and academic progress
This study estimates the causal impact of 8th grade English learner (EL) reclassification on high school English language arts (ELA) standardized test scores, SAT (Scholastic Aptitude Test) reading, and on-track to graduate status.
Topics: English Language Learners, High-growth schools & practices, Reading & language arts
Study: Summer school for EL students could boost 4-year graduation rates
A summer school program for high school English learners who have lived in the U.S. for less than three years increased the number of core courses those students took that are required for graduation.
Education Dive
Topics: English Language Learners, College & career readiness, Equity
Exploring the relationship between poverty and school performance
In this interview, Andrew Hegedus shares the origins of his work exploring the relationship between poverty and school performance, implications for educators, and where his research is headed next.
Education Dive
Topics: High-growth schools & practices, Equity
A ‘one-size-fits-all’ approach to English-Learner education won’t work. Here’s why
Education Week interviewed Angela Johnson about her research showing the diverse academic and linguistic needs of English-learners, and how schools can better serve the needs of EL students.
Education Week
Topics: English Language Learners, Equity
Relationships between poverty and school performance
An NWEA webinar by Dr. Andy Hegedus on the relationships between poverty and school performance
Topics: High-growth schools & practices, Equity
Rethinking school performance with Dr. Andrew Hegedus
In this interview, Andy Hegedus shares the origins of his study exploring the relationship between poverty and school performance, implications for educators, and where his research is headed next.
Topics: High-growth schools & practices, Equity
