The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year.

New research provides evidence that student reading and math achievement at the start of the 2022–23 school year is continuing to rebound from the impacts of the pandemic, though full recovery is likely still several years away.

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.

New research provides additional evidence of the uneven impacts of the COVID-19 pandemic showing that students’ math and reading test scores are more variable in spring 2022 than before the pandemic in part because the divide between high and low achievers has widened.

New research using longitudinal data provides evidence that deaf and hard of hearing (DHH) students continue to build skills in math and reading throughout grades 2 to 8, challenging assumptions that DHH students’ skills plataeu in elementary grades.

This report captures the perspectives of district, school, and teacher leaders (hereafter referred to as “local leaders”) to surface best practices for supporting student learning during COVID-19.

This study uses test scores from 5.4 million U.S. students in Grades 3–8 to track changes in math and reading achievement across the first 2 years of the COVID-19 pandemic.