ELLs on the cusp: Should we reclassify?
By: Angela Johnson, Claude Goldenberg
This article explores the complexities teachers face in determining when English Learner students near the proficiency threshold should be reclassified, and provides important recent research findings to help guide the decision-making process.
This article was published outside of NWEA. The full text can be found at the link above.
This study examined patterns of MAP Growth assessment attrition by schools and students from fall 2019 to fall 2020. Demographic differences between students tested in fall 2020 and attriters suggest impacts of COVID-19 on achievement are likely underestimated, highlighting the importance of considering students missing from school or assessment to best support growth and recovery.
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