Academically speaking, the COVID Slide could be a lot worse than you think
Education Week, Inside School Research blog
Education leaders are already bracing for a worse “summer slide” this year for students whose schools were shut down to curb the spread of coronavirus. But new research suggests the “COVID slide” is going to be significantly worse. In one study out today, Beth Tarasawa and Megan Kuhfeld, reasearchers for NWEA, analyzed student achievement and growth data from more than 5 million students in grades 3-8 who participated in NWEA’s widely used MAP-Growth test in 2017-18 to project growth trajectories for the students under two scenarios for COVID school disruptions.See More
In this Brookings Brown Center Chalkboard blog, James Soland shares new research projections on potential impacts of COVID-19 school closures on student achievement, how wide the range in achievement might be between high and low-performing students, and what this may mean for educators.
English Learners (ELs) lag behind their peers in postsecondary attainment. New research reports findings from the first three years of an intervention that offers Early College opportunities in high schools serving large EL populations.
By: Angela Johnson, Diana Mercado-Garcia
Some students rely on schools for the personal, hands-on attention of specialists. What do they do now?
The Atlantic (2020, April 18)
Mentions: Elizabeth Barker
As COVID-19 pushes us toward distance learning, we can make small adjustments to online instruction to better meet the specific learning needs of students with disabilities.
By: Elizabeth Barker
Important educational policy decisions, like whether to shorten or extend the school year, often assume that growth in achievement is linear through the school year. This research examines this untested assumption using data from seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year.
Long breaks are damaging. Virtual learning is erratic. The stakes are high.
The Washington Post (2020, March 27)
Mentions: Megan Kuhfeld
This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.
By: Beth Boroson, Elizabeth Barker, Xueming Li