This is the technical appendix to the research brief, Missing at the Top: Lower-income Students Underrepresented Among High Achievers, which examines whether lower-income students who show high math achievement early in school are being identified and supported to sustain their success.

This research brief examines whether lower-income students who show high math achievement early in school are being identified and supported to sustain their success. The research addresses a broader concern that socioeconomic gaps in advanced learning opportunities may contribute to high-achieving, lower-income students falling off the path to advanced math, STEM education and careers.

This is the technical appendix to the research brief, “The Power of Connectedness: A Case for a Coherent Instructional System for Reading and Science Improvement,” which examines the practices and conditions of a coherent instructional system, and where and how it had the most impact.

Using a case study from a U.S. school district, this research brief examines the practices and conditions of a coherent instructional system, and where and how it had the most impact. It offers a practical model that leaders can adapt in their own schools to help strengthen instruction across classrooms.

The College Explorer from NWEA® helps students, parents, and teachers develop pathways to higher education. This powerful tool links MAP® Growth™ scores with national benchmarks for colleges, universities, and even specific majors. Together with goal setting and parent conferences, College Explorer can help students develop a plan, consider new possibilities, and put post-secondary dreams within reach.

This is the technical appendix to the research brief, “Getting Algebra Placement Right: Expanding Opportunity and Strengthening Preparation,” which examines whether taking Algebra in 8th grade instead of 9th grade improves student outcomes.

This research brief examines whether taking Algebra in 8th grade instead of 9th grade improves student outcomes. Using a nationwide sample of MAP Growth scores for middle schoolers, NWEA researchers looked at how many students who were ready for Algebra actually enrolled, and how outcomes were affected for students who were or were not ready for the course.