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.
In the visualizations in this exhibit, you can compare the performance and growth of various groups of high achievers to that of their peers over multiple years.
Some of our assumptions about the growth and performance of students from high-poverty schools relative to their peers from wealthier schools may be challenged in this data gallery, where you can explore how school poverty level interacts with student growth, college readiness, and college access.
This study examines the academic growth of 35,000 elementary and middle school students in 31 states—all of them high achievers within their own schools—over a three-year period.
In this study from the Thomas B. Fordham Institute, achievement trends from NWEA’s longitudinal growth database were used to track students who scored at or above the 90th percentile on this assessment in order to see if they maintained their high achievement.
Creating tests and items from the beginning with Universal Design for Learning in mind, removing barriers by adding alt-tags, and incorporating more culturally rich materials are all steps NWEA is doing to improve our equity for all students.
By: Elizabeth Barker
Image descriptions are important to make computer-based assessments accessible to students using assistive technology (AT) devices, such as screen readers and refreshable braille displays. NWEA, with support from the National Center for Accessible Media (NCAM), has created guidelines for describing many variations of images, charts, and graphics targeted specifically to the disciplines of reading, language usage, science, and mathematics.
By: Elizabeth Barker
This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.
By: Beth Boroson, Elizabeth Barker, Xueming Li