Supporting students with disabilities throughout the year
The State Education Standard, January 2022, 17-19.
Students with disabilities lose even more ground than peers during summer and other interruptions in their learning—but they don’t need to. Data point to a need for services that extend beyond the school year.
This article was published outside of NWEA. The full text can be found at the link above.
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research included in Student achievement in 2021-22: Cause for hope and continued urgency.
Using Artificial Intelligence (AI) to improve math accessibility for students with visual impairments
This study examines the text quality of math assessment items for students with VI who use screen readers. Using data from about 29.5 million students taking standard versions of the MAP Growth math assessment, and 48,845 students taking accessible versions, we identified high-quality items, those that measured achievement for both students with and without VI equally well, and low-quality items, which showed differences between the two groups of students.
This review examines research on math achievement in students who are blind or visually impaired, the opportunities that BVIs have to demonstrate their knowledge of mathematics, as well unique challenges they face and ways in which these barriers have (or have not) been addressed.
By: Sonja Steinbach
New research using data from over 2,300 rural schools across the US provides unique insight into math and reading achievement of students in rural schools so educators and policymakers can better understand and support the potential needs of rural schools.
This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners. The findings suggest summer support is required to help ELs maintain and develop academic skills.
By: Angela Johnson
The purpose of this study was to examine the concepts of dyslexia teachers know accurately as scientific conceptions, hold as misconceptions, or are uncertain. Implications for teacher training in dyslexia are discussed.
By: Erin K. Washburn, Benjamin C. Heddy, Emily Binks-Cantrell , Tiffany Peltier