This study examines the academic growth of 35,000 elementary and middle school students in 31 states—all of them high achievers within their own schools—over a three-year period.

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 nearly 10 million English Language Learners (ELLs) represent the fastest-growing segment of the US’s public school student population. While research continually finds that ELL parents, generally speaking, place a high value on their children’s education, many immigrant, refugee, and ELL parents experience their relationships with their children’s schools very differently from mainstream English-speaking families.

This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.

This study examined developmental trends in academic achievement gaps between poverty and race/ethnicity groups from school entry to middle school using two large longitudinal data sets. We used time-varying effect modeling (TVEM) to estimate how the associations among race/ethnicity, poverty status, and math and reading achievement vary across continuous age from age 5 to age 15.

This study examines whether test effort differs by student subgroup, including by race and gender. The sensitivity of achievement gap estimates to any differences in test effort is also considered.

Achievement gaps are a metric of fundamental importance to U.S. practice and policy. Gap estimates are often used to measure the effectiveness and fairness of the education system at a given point in time, over the course of decades, and as children progress through school.