Summer learning loss: Does it widen the achievement gap?
By: Megan Kuhfeld
Megan Kuhfeld shares work exploring how differing patterns of summer learning loss or growth may impact academic achievement gaps.
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 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
New research predicts steep COVID learning losses will widen already dramatic achievement gaps within classrooms
New research conducted by the nonprofit assessment organization NWEA predicts that teachers are likely to see an even broader array of achievement gaps when schools reopen.
Many questions remain as experts weigh options for getting children back into the classroom.
The New York Times (2020, June 6)
The abrupt switch to remote learning wiped out academic gains for many students in America, and widened racial and economic gaps. Catching up in the fall won’t be easy.
The New York Times (2020, June 5)