This is the technical appendix to the “Struggling adolescent readers left behind: Evidence of post-COVID-19 declines and pathways forward” research brief, which highlights an urgent challenge in academic recovery: middle school reading.

This white paper examines how the 2025 update to NWEA’s MAP® Growth™ national norms changes the interpretation and use of key norm referenced metrics in school accountability contexts. We show how shifts in post COVID achievement and growth patterns and the introduction of NWEA’s enhanced item selection algorithm (EISA), call for careful review of commonly used metrics.

This is the technical appendix for “Chronic absenteeism: A continued impediment to academic recovery,” research brief, which examines the relationship between chronic absenteeism and academic recovery from COVID-era disruptions to learning.

This research brief examines the relationship between chronic absenteeism and academic recovery from COVID-era disruptions to learning. Using MAP Growth data from 2,000 US school districts, NWEA researchers analyzed whether persistently high absenteeism rates were associated with slower recovery in math and reading.

This is the technical appendix for the NWEA research brief titled, “Behind at the Starting Line,” which examines Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade.

NWEA research brief examining Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade.

This is the technical appendix to the research, “Academically diverse classrooms, deeper needs,” research brief examines the academic diversity of post-COVID classrooms, including the composition and spread of academic achievement levels. Key findings highlight the challenges facing educators as more students are off-track and further behind grade-level proficiency.