Rethinking summer slide: The more you gain, the more you lose
By: Megan Kuhfeld
It has been common knowledge for decades that poor and working-class students tend to experience “summer learning loss,” a drop in performance between spring and fall that serves to widen the gap between students. However, new research shows that the reality of summer learning loss is more complex. Megan Kuhfeld draws on data from the 3.4 million students who took the NWEA MAP Growth assessments to find that summer slide is common, but not inevitable. According to the data, the students who experienced the greatest loss were those who made the greatest gains during the previous school year. The research also calls into question about the usual explanations for learning loss, such as access to summer programs and length of the school year.See More
This article was published outside of NWEA. The full text can be found at the link above.
To describe the impact of the COVID-19 pandemic on students, researchers have translated test scores into months of learning to claim how many months/years students are behind in school. Despite its perceived accessibility, there are major downsides to this translation. To inform future uses by researchers and media, we discuss in this brief how to calculate this metric as well as its trade-offs.
New research shows progress toward academic recovery stalled in 2022-23. This research brief covers data from 6.7 million US students examining academic gains relative to pre-pandemic years as well as tracking the gap in achievement between COVID year student groups compared to their pre-pandemic peers.
Products: MAP Growth
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Education’s long COVID: 2022-23 achievement data reveal stalled progress toward pandemic recovery report.
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year.
New research provides evidence that student reading and math achievement at the start of the 2022–23 school year is continuing to rebound from the impacts of the pandemic, though full recovery is likely still several years away.
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.