This brief provides a review of the research on high dosage tutoring as an intervention strategy for supporting at-risk students. It highlights the benefits and the non-negotiable factors for effective implementation and usage.

This report dives into the research on summer programs, their implementation and design, as well as the efficacy of those programs for literacy, math, and social-emotional learning (SEL) outcomes. It also provides recommendations for district leaders to use as a framework for planning and implementing effective summer programming.

Severe weather events are no longer isolated anomalies. They are becoming a regular part of the school year in communities across the country. This brief highlights how severe weather events can cause deep and lasting disruptions to student learning and well-being, often in ways that far exceed the immediate days schools are closed. It also makes clear that while some communities are disproportionately at risk, no school is immune.

This NWEA research report examines the impact of environmental temperatures on student performance in math and reading, and whether those effects are more extreme for students in high-poverty schools, where cooling conditions may be less reliable.

This is the technical appendix to “Hot test days, lower math scores: How heat affects student achievement” research report that examines the impact of environmental temperatures on student performance in math and reading, and whether those effects are more extreme for students in high-poverty schools, where cooling conditions may be less reliable.

This NWEA white paper explores the impacts of permanent school closures on communities. Findings suggest that despite challenges facing districts and the increased rhetoric around closures, most districts have continued to keep schools open; however, when schools were permanently closed, all communities are not affected equally: high poverty and high percentage Black students are more likely to close.

This research brief examines the data on holding back five-year-olds from starting kindergarten – a practice known as redshirting. Using national data from over three million kindergartners from NWEA’s MAP Growth K-2 assessment, this study explores redshirting trends between fall 2017 and 2025. It also follows a kindergarten cohort (2021-22) through the third grade, examining whether there were academic advantages for redshirted students.