Technical brief
Technical appendix for: Learning during COVID-19: Initial findings on students’ reading and math achievement and growth
November 2020

Description
This technical brief provides additional detail on the samples, methodology, and results from analyses highlighted in the brief, Learning during COVID-19: Initial findings on studentsā reading and math achievement and growth.
Read the briefTopics: COVID-19 & schools, Measurement & scaling
Associated Research
Related Topics


Exploring the educational impacts of COVID-19
This visualization was developed to provide state-level insights into how students performed on MAP Growth in the 2020ā2021 school year. Assessments are one indicator, among many, of the student impact from COVID-19. Our goal with this tool is to create visible data that informs academic recovery efforts that will be necessary in the 2022 school year and beyond.
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New research shows progress toward academic recovery stalled in 2022-23. This research brief covers data from 6.7 million US students examining academic gains relative to pre-pandemic years as well as tracking the gap in achievement between COVID year student groups compared to their pre-pandemic peers.
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Technical appendix: 2022-23 achievement data reveal stalled progress toward pandemic recovery
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Educationās long COVID: 2022-23 achievement data reveal stalled progress toward pandemic recovery report.
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Achievement and Growth Norms for Course-Specific MAP Growth Tests
This report documents the procedure used to produce the achievement and growth user norms for a series of the course-specific MAP® Growth⢠subject tests, including Algebra 1, Geometry, Algebra 2, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science. Among these tests, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science were the first time to have their norms available. The remaining tests, i.e., Algebra 1, Geometry, and Algebra 2, had their norms updated including receiving more between-term growth norms by using more recent test events. Procedure for norm sample selection and a model-based approach using the multivariate true score model (Thum & He, 2019) that factors out known imprecision of scores to generate the norms are also provided in detail, along with the snapshots of the achievement and growth norms for each test.
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By: Megan Kuhfeld, Karyn Lewis
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Topics: Equity, COVID-19 & schools


Technical appendix for: The widening achievement divide during COVID-19
The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, The widening achievement divide during COVID-19.
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Topics: COVID-19 & schools, Equity