Growth patterns and distance learning tips for students who are deaf and hard of hearing webinar
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, Jessica Meissner, North Cooc
In this webinar, Dr. Stephanie Cawthon and colleagues share new research following the academic growth trajectories of students who are deaf or hard of hearing (DHH) from grades 2-8. The data show that growth over time tells a different story than studies limited to growth within a year, with students continuing to grow and acquire literacy skills well into middle school. In the second presentation, Jessica Meissner, the Director of Curriculum and Instruction at the Rochester School for the Deaf, shares tips for supporting students who are DHH in distance learning.See More
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.