MAP Growth linking studies: Intended uses, methodology, and recent studies
By: Ann Hu
This document presents the intended uses and methodology of the MAP Growth linking studies, a description of the results provided in the linking study reports, and a summary of the recent linking studies conducted by NWEA to incorporate the new 2020 norms.
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Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year
To what extent has the COVID-19 pandemic affected student achievement and growth in reading and math, and which students have been most affected? Using data from 6 million students in grades 3-8 who took MAP Growth assessments in reading and math, this brief examines how gains across the pandemic (fall 2019 to fall 2021) and student achievement in fall 2021 compare to pre-pandemic trends. This research provides insight to leaders working to support recovery.
Technical appendix for: Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year
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, Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year. We investigated two research questions:
- How does student achievement in fall 2021 compare to pre-pandemic levels (namely fall 2019)?
- How did academic gains between fall 2019 and fall 2021 compare to normative growth expectations?
The road to COVID recovery: How districts are seizing the once-in-a-generation opportunity to learn from ESSER interventions
The American Rescue Plan provides $122 billion for COVID recovery in schools. With more than 40 state plans approved, how are districts collecting, monitoring, reporting and learning from the unprecedented interventions? What can districts do now to design and implement data collection processes that will shape collective learning? In this webinar, you will hear how district leaders and researchers are approaching this opportunity to alter life outcomes for generations.
By: David Brackett, Jacob Cortez, Dan Goldhaber, Emily Morton
Using achievement data from fall and spring of grades K-8 for 840,000 students in 8,800 public schools, this study provides novel evidence on how achievement and growth differ between rural and nonrural schools. Rural students start kindergarten slightly ahead of nonrural students but fall behind by middle school. The divergence is driven by larger summer losses for rural students. In both rural and nonrural schools, Black–White achievement gaps widen during the school year.
The four-day school week (4dsw) is growing in popularity, especially in rural areas across the western United States. RAND researchers conducted a study of the implementation and outcomes of the 4dsw in numerous districts across Idaho, New Mexico, and Oklahoma, as well as administrative data from these and other states. The analyses resulted in mixed findings, with small cost savings and high satisfaction for teachers, families, and students, but lower test scores related to the 4dsw. Given these mixed findings, communities are likely to make different choices about the 4dsw depending on their goals and the local context.
By: M. Rebecca Kilburn, Andrea Phillips, Celia Gomez, Louis Mariano, Christopher Doss, Wendy Troxel, Emily Morton, Kevin Estes
Topics: Informing instruction
Researchers interviewed parents whose children participated in a three-week structured kindergarten transition program designed to promote parental involvement in school, reduce students’ chronic absenteeism, and increase children’s readiness for kindergarten. Interviewees expressed that participating in the program yielded benefits for themselves and their children, and proposed various ways that adjusting the program could better meet the needs of all stakeholders. Parent suggestions were synthesized into multiple implications for practice and substantiated by current relevant literature.
By: Christopher Merideth, Beth Cavanaugh, Sue Romas, Nicole Ralston, Eva Arias, Beth Tarasawa, Jacqueline Waggoner
Schools as refractors: Change in variance in children’s cognitive skills change while in school versus out
How does schooling affect inequality in students’ academic skills? This study uses seasonal comparisons to examine the possibilities that schooling exacerbates, reduces, or reproduces overall skill inequality in math, reading, language use, and science with recent national data on US public school students spanning numerous grade levels from the NWEA MAP Growth assessment. Results suggest that schooling has a compensatory effect on inequality in reading, language, and science skills but not math skills. Theoretical implications of findings are discussed.
By: Dennis Condron, Douglas Downery, Megan Kuhfeld