Comparability analysis of remote and in-person MAP Growth testing in fall 2020
This study compared the psychometric characteristics and indicators of test quality of fall 2020 MAP Growth tests administered remotely and in-person. Using test scores from over 535,000 K-8 students in 147 school districts (92 operating fully remotely this fall, 55 offering in-person instruction to all students), this study provides insight into the comparability of remote versus in-school assessment. We found high levels of marginal reliability and test engagement across all grades, as well as consistent trends in test scores for remote and in-person tests for students in grades 3-8. Taken together, these findings increase confidence in the quality of data gathered from remotely administered MAP Growth assessments in grades 3 and up.See More
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year.
New research provides evidence that student reading and math achievement at the start of the 2022–23 school year is continuing to rebound from the impacts of the pandemic, though full recovery is likely still several years away.
The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, The widening achievement divide during COVID-19.
New research provides additional evidence of the uneven impacts of the COVID-19 pandemic showing that students’ math and reading test scores are more variable in spring 2022 than before the pandemic in part because the divide between high and low achievers has widened.
New NWEA research provides further evidence of the challenges that young learners are currently facing from the disruptions of the COVID-19 pandemic.
New research using longitudinal data provides evidence that deaf and hard of hearing (DHH) students continue to build skills in math and reading throughout grades 2 to 8, challenging assumptions that DHH students’ skills plataeu in elementary grades.
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, North Cooc, Ana Vielma
This report captures the perspectives of district, school, and teacher leaders (hereafter referred to as “local leaders”) to surface best practices for supporting student learning during COVID-19.
By: Hayley Weddle, Ayesha K. Hashim, Ogechi Irondi