Do high flyers maintain their altitude? Performance trends of top students
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 More
How have COVID-19 school closures impacted student academic growth and achievement? New research using fall 2020 MAP Growth assessment data for 4.4 million students provides new insights, key findings, and actionable recommendations.
In this webinar, learn what new research shows about the academic growth trajectories of students who are deaf or hard of hearing (DHH), and tips for supporting students who are DHH in distance learning.
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, Jessica Meissner, North Cooc
Data on children’s academic preparation at kindergarten entry tell a story of both declining achievement and shrinking gaps.
By: Christine Pitts, Megan Kuhfeld
This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.
By: Angela Johnson
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.
By: Mark Murphy, Angela Johnson
Assessment education: Bridging research, theory, and practice to promote equity and student learning
This book focuses on practical uses of assessment in education and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps.
Edited by: Beth Tarasawa, Amelia Gotwals, Cara Jackson
Learn what research shows about the variation in math skills early learners have when they enter kindergarten and ways to support building of these foundational skills.
By: Elizabeth Barker