This is the technical appendix for the NWEA research brief titled, “Behind at the Starting Line,” which examines Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade.

NWEA research brief examining Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade.

This is the technical appendix to the research, “Academically diverse classrooms, deeper needs,” research brief examines the academic diversity of post-COVID classrooms, including the composition and spread of academic achievement levels. Key findings highlight the challenges facing educators as more students are off-track and further behind grade-level proficiency.

This research brief examines the academic diversity of post-COVID classrooms, including the composition and spread of academic achievement levels. Key findings highlight the challenges facing educators as more students are off-track and further behind grade-level proficiency.

This guide offers recommendations for how to understand what differences may exist when looking at data for student groups, and gives leaders some structure for how they might consider and interpret those differences.

This user’s guide for the MAP Growth Goal Explorer describes how to use this interactive tool, the benchmarks it uses to provide context on student growth goals, a framework for goal setting, instructions for how to download information from the tool, and answers to frequently asked questions.

This is the technical appendix to the “Unequal Access to 8th-Grade Algebra: How School Offerings and Placement Practices Limit Opportunity” research brief, which examines how access to early Algebra remains highly inequitable across the United States.