NWEA

The Universal Design for Learning (UDL) framework, formative assessment strategies, student data, and individualized or small-group instruction can help educators provide quality instruction for students with in distance learning.

In this guest blog on the National Center for the Improvement of Educational Assessment’s CenterLine, the authors share their perspective on how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall.

This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students.

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.

In this Brookings Brown Center Chalkboard blog, James Soland shares new research projections on potential impacts of COVID-19 school closures on student achievement, how wide the range in achievement might be between high and  low-performing students, and what this may mean for educators.

English Learners (ELs) lag behind their peers in postsecondary attainment. New research reports findings from the first three years of an intervention that offers Early College opportunities in high schools serving large EL populations.

This CPRE Research Minutes podcast explores findings from polls by The Education Trust on parents’ perceptions and concerns about their children’s learning during the COVID-19 crisis, projections by NWEA researchers on potential academic impacts of these unprecedented school closures, and potential strategies to mitigate learning loss and improve equity.