Mind the kinder-gap: New data on children’s math and reading skills as they enter kindergarten
Phi Delta Kappan 102 (2)
By: Christine Pitts, Megan Kuhfeld
Data on children’s academic preparation at kindergarten entry tell a story of both declining achievement and shrinking gaps.
This article was published outside of NWEA. The full text can be found at the link above.
These visualizations allow you to explore key questions from our report, Learning during COVID-19: Initial findings on students’ reading and math achievement and growth.
When does inequality grow? A seasonal analysis of racial/ethnic disparities in learning from kindergarten through eighth grade
In this study, we examine seasonal patterns of racial/ethnic achievement gaps in kindergarten through eighth grade using a national sample of over 2.5 million students.
By: Megan Kuhfeld, Dennis Condron, Doug Downey
In this Brown Center Chalkboard (Brookings Institution) blog, NWEA researchers share findings from new research that sheds light on the impact that the COVID-19 pandemic has had on student learning.
On this EdNext podcast, Megan Kuhfeld discusses new research examining how student reading and math achievement and growth have been impacted by the COVID-19 pandemic.
Mentions: Megan Kuhfeld
Lost learning, lost students: COVID slide not as steep as predicted, NWEA study finds — but 1 in 4 kids was missing from fall exams
The 74’s Beth Hawkins reports on new NWEA research on the impacts of COVID-19 school closures on student academic achievement and growth and the students missing in these data.
In this Education Next blog, Megan Kuhfeld shares key findings from new research examining how student learning has been impacted by school closures caused by the Covid-19 pandemic in spring 2020.
By: Megan Kuhfeld
This study examined patterns of MAP Growth assessment attrition by schools and students from fall 2019 to fall 2020. Demographic differences between students tested in fall 2020 and attriters suggest impacts of COVID-19 on achievement are likely underestimated, highlighting the importance of considering students missing from school or assessment to best support growth and recovery.