Journal article
How to promote equity in advanced coursework participation: Three strategies for closing the gaps—and retaining students
March 2020
District Administration
Abstract
How can leaders in education better understand and address opportunity gaps in course-taking? District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach.
This article was published outside of NWEA. The full text can be found at the link above.
Topics: Empowering educators, Equity, High school
Related Topics
NWEA research report examining the impacts of the pandemic’s disruptions to learning and the status of academic recovery. This report features data from the 2023-24 academic year and underscores that unfinished learning continues to be a challenge due to lower achievement gains compared to pre-pandemic trends. This report is part of series tracking the on-going impacts.
Products: MAP Growth
Topics: COVID-19 & schools, Equity, Growth
NWEA research report examining the impacts of the pandemic’s disruptions to learning and the status of academic recovery. This report features data from the 2023-24 academic year and underscores that unfinished learning continues to be a challenge due to lower achievement gains compared to pre-pandemic trends. This report is part of series tracking the on-going impacts.
Products: MAP Growth
Topics: COVID-19 & schools, Equity, Growth
MAP Reading Fluency with Coach Evidence Base
This document provides an overview of the research underlying MAP Reading Fluency with Coach’s AI-powered intelligent reading tutor and the research on key elements of early literacy instruction. It describes the components of the MAP Reading Fluency with Coach pedagogy and the research base supporting each component.
Products: MAP Reading Fluency
Topics: Early learning, Empowering educators, Innovations in reporting & assessment, Reading & language arts
High dosage tutoring for academically at-risk students
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.
Topics: COVID-19 & schools, Equity, Growth, Informing instruction
Typical learning for whom? Guidelines for selecting benchmarks to calculate months of learning
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.
Topics: COVID-19 & schools, Equity, Growth, Growth modeling, Seasonal learning patterns & summer loss
Education’s long COVID: 2022–23 achievement data reveal stalled progress toward pandemic recovery
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.
Products: MAP Growth
Topics: COVID-19 & schools, Equity
Technical appendix: 2022-23 achievement data reveal stalled progress toward pandemic recovery
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.
Topics: COVID-19 & schools, Equity
