Reconciling long-term education policy goals with short-term school accountability models
Learn more about the effect of seasonality on estimates of school effectiveness and how ignoring summer loss can impact which schools are identified as low performers.
View research brief
This study provides a series of projections of COVID-19-related learning loss based on estimates from absenteeism literature and analyses of summer learning patterns of 5 million students.
Research video news brief: Projecting the potential impact of COVID-19 school closures on academic achievement
In this AERA video brief, Megan Kuhfeld shares major findings and implications of preliminary projections of the potential impact of COVID-19-related school closures in spring 2020 on student learning, published this month in Educational Researcher.
In this webinar, learn what new research shows about the academic growth trajectories of students who are deaf or hard of hearing (DHH), and tips for supporting students who are DHH in distance learning.
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, Jessica Meissner, North Cooc
In this Stanford Center for Education Policy Analysis seminar, Megan Kuhfeld discusses projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year and outlines on-going work to measure student learning between the 2019-20 and 2020-21 school years.
By: Megan Kuhfeld
This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.
By: Angela Johnson
The 2020 MAP Growth Norms report presents mathematics, reading, language arts and science achievement and growth patterns for students attending public schools across the U.S. It includes details on the methodological approach, information on MAP Growth assessments, the tested student population and post-stratification weighting, growth modeling, and implications of the study for research and practice, as well as tables showing student and school status and growth norms, status percentiles, growth distributions, and growth percentiles
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.