The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement
COVID-19 school closures will likely impact student academic achievement. Research on summer learning loss can offer insights to help educators, policy makers, and families understand, plan for, and address some potential impacts of this extended pause when students return to school.
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This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.
By: Beth Boroson, Elizabeth Barker, Xueming Li
This article explores the complexities teachers face in determining when English Learner students near the proficiency threshold should be reclassified, and provides important recent research findings to help guide the decision-making process.
By: Angela Johnson, Claude Goldenberg
A summer school program for high school English learners who have lived in the U.S. for less than three years increased the number of core courses those students took that are required for graduation.
Mentions: Angela Johnson
Eduwonk interviews Christine Pitts on new NWEA research on trends in academic skills of students entering kindergarten from 2010-2017.
On this podcast, Megan Kuhfeld, a research scientist at NWEA, joins Thomas B. Fordham Institute’s Mike Petrilli to discuss her recent, sobering findings about the reading and math skills of children entering kindergarten.
The Education Gadfly Show