This technical report documents the processes and procedures employed by NWEA to build and support the MAP Reading Fluency assessment.

Among the many ways in which schools are being transformed by the COVID-19 pandemic, the change in kindergarten enrollment is likely to have important consequences in classrooms across the nation. Because the academic and nonacademic skills students develop in their preschool and early elementary school years are foundational to important longer-term outcomes, understanding these changes and finding ways to effectively support our youngest students’ learning is critical for educators and leaders. Drawing on recent research, we offer four timely considerations for district, school, and classroom leaders.

Researchers have made substantial gains in our knowledge around dyslexia. It’s time to dispel the outdated notion that students can somehow “get” dyslexia and stop using erroneous, ableist language of students “at risk” for dyslexia.

It can be tricky to understand what dyslexia is and what it isn’t. In this blog, learn the facts about four myths about dyslexia and about possible indicators for dyslexia from preschool years through high school.

The Wall Street Journal‘s Susan Pinker reports on new research examining the extent to which the benefits of pre-K education persist through kindergarten.

This study examined the benefits of pre-K through the end of kindergarten for children from low-income homes in a large and diverse county, and factors associated with a reduction in benefits during the kindergarten year.

Data on children’s academic preparation at kindergarten entry tell a story of both declining achievement and shrinking gaps.