White paper
Do high flyers maintain their altitude? Performance trends of top students
2013
Description
In this study from the Thomas B. Fordham Institute, achievement trends from NWEA’s longitudinal growth database were used to track students who scored at or above the 90th percentile on this assessment in order to see if they maintained their high achievement. The middle school/high school cohort consisted of 91,643 students from more than 800 schools in 28 states. Around three in five students identified as high-achieving in the first year of the study remained high-achieving in the last year of the study. Students who fell below the 90th percentile typically stayed at the 70th percentile or higher.
See MoreTopics: Equity, High-growth schools & practices
Associated Research
Data visualization
Related Topics
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.
Topics: COVID-19 & schools, Equity
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.
Topics: Equity, COVID-19 & schools
Technical appendix for: The widening achievement divide during COVID-19
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.
Topics: COVID-19 & schools, Equity
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.
Topics: COVID-19 & schools, Equity
COVID-19 in the early elementary years: A comparison of achievement in spring 2019 and spring 2022
New NWEA research provides further evidence of the challenges that young learners are currently facing from the disruptions of the COVID-19 pandemic.
Topics: COVID-19 & schools, Early learning, Equity
Longitudinal models of reading and mathematics achievement in deaf and hard of hearing students
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.
Topics: Equity, Measurement & scaling
Technical appendix for: Student achievement in 2021-22: Cause for hope and continued urgency
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research included in Student achievement in 2021-22: Cause for hope and continued urgency.
Topics: COVID-19 & schools, Equity
