Study: Summer school for EL students could boost 4-year graduation rates
A summer school program for high school English learners who have lived in the U.S. for less than three years increased the number of core courses those students took that are required for graduation.Go to article
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
Combining academic, noncognitive, and college knowledge measures to identify students not on track for college: A data-driven approach
Using a nationally representative dataset with thousands of measures, I employ data reduction techniques to identify a handful of variables that are the strongest predictors of college readiness and understand what they measure.
By: James Soland
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
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
NWEA recently launched a new tool called College Explorer that enables middle school and early high school-age students to use their Measures of Academic Progress ® (MAP®) scores to see which colleges and universities they’re on track to enter long before they embark on the college application process.
By: Greg King
The nearly 10 million English Language Learners (ELLs) represent the fastest-growing segment of the US’s public school student population. While research continually finds that ELL parents, generally speaking, place a high value on their children’s education, many immigrant, refugee, and ELL parents experience their relationships with their children’s schools very differently from mainstream English-speaking families.
By: Beth Tarasawa, Jacqueline Waggoner
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.