In this webinar by the Alliance for Excellent Education, NWEA, and the National Center for Learning disabilities, learn about recent research on academic growth for students in special education before the pandemic and implications for policies and practices designed to spur COVID-19 recovery.

New research examining academic achievement and growth of students in special education and their peers who were never in special education during each school year and summer in grades K-4 shows that students with disabilities grow as much or more academically during the school year than their peers without disabilities during some years, but that steeper summer learning losses for students with disabilities contribute to widening disparities.

This study compares within- and across-years academic growth for students who were ever in special education (ever-SPED) to students who were never in special education (never-SPED) in grades K-4. Ever-SPED students grew more in math and reading than never-SPED students during many school years, but lost more learning during every summer than their peers, leading to expanding disparities. These findings suggest that summer learning opportunities are crucial for improving educational outcomes for students with disabilities.

Important educational policy decisions, like whether to shorten or extend the school year, often assume that growth in achievement is linear through the school year.  This research examines this untested assumption using data from seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year.

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.

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.