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.
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, The widening achievement divide during COVID-19.
New research provides additional evidence of the uneven impacts of the COVID-19 pandemic showing that students’ math and reading test scores are more variable in spring 2022 than before the pandemic in part because the divide between high and low achievers has widened.
New NWEA research provides further evidence of the challenges that young learners are currently facing from the disruptions of the COVID-19 pandemic.
New research using longitudinal data provides evidence that deaf and hard of hearing (DHH) students continue to build skills in math and reading throughout grades 2 to 8, challenging assumptions that DHH students’ skills plataeu in elementary grades.
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, North Cooc, Ana Vielma
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research included in Student achievement in 2021-22: Cause for hope and continued urgency.
This study uses test scores from 5.4 million U.S. students in Grades 3–8 to track changes in math and reading achievement across the first 2 years of the COVID-19 pandemic.
This study used longitudinal data from a sample of 467 preschoolers to examine (1) if children’s executive function (EF) skills at the beginning of pre-K predict growth in their mathematics achievement across the pre-K year, (2) whether growth in learning behaviors, specifically task orientation, mediate the associations between EF and mathematics achievement, and (3) if there are sex differences in these associations.
By: Tara Hofkens, Jessica Whittaker, Robert Pianta, Virginia Vitiello, Erik Ruzek, Arya Ansari