NWEA

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.

Some students rely on schools for the personal, hands-on attention of specialists. What do they do now?

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.

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.

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.