This brief provides a review of the research on high dosage tutoring as an intervention strategy for supporting at-risk students. It highlights the benefits and the non-negotiable factors for effective implementation and usage.

To describe the impact of the COVID-19 pandemic on students, researchers have translated test scores into months of learning to claim how many months/years students are behind in school. Despite its perceived accessibility, there are major downsides to this translation. To inform future uses by researchers and media, we discuss in this brief how to calculate this metric as well as its trade-offs.

This visualization was developed to provide state-level insights into how students performed on MAP Growth in the 2020–2021 school year. Assessments are one indicator, among many, of the student impact from COVID-19. Our goal with this tool is to create visible data that informs academic recovery efforts that will be necessary in the 2022 school year and beyond.

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.

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.

This report documents the procedure used to produce the achievement and growth user norms for a series of the course-specific MAP® Growth™ subject tests, including Algebra 1, Geometry, Algebra 2, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science. Among these tests, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science were the first time to have their norms available. The remaining tests, i.e., Algebra 1, Geometry, and Algebra 2, had their norms updated including receiving more between-term growth norms by using more recent test events. Procedure for norm sample selection and a model-based approach using the multivariate true score model (Thum & He, 2019) that factors out known imprecision of scores to generate the norms are also provided in detail, along with the snapshots of the achievement and growth norms for each test.

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.