Early warning: Kindergarten readiness skills are trending downward
The Education Gadfly Show
On this podcast, Megan Kuhfeld, a research scientist at NWEA, joins Thomas B. Fordham Institute’s Mike Petrilli to discuss her recent, sobering findings about the reading and math skills of children entering kindergarten.Go to podcast
New research shows progress toward academic recovery stalled in 2022-23. This research brief covers data from 6.7 million US students examining academic gains relative to pre-pandemic years as well as tracking the gap in achievement between COVID year student groups compared to their pre-pandemic peers.
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The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Education’s long COVID: 2022-23 achievement data reveal stalled progress toward pandemic recovery report.
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.