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 examined developmental trends in academic achievement gaps between poverty and race/ethnicity groups from school entry to middle school using two large longitudinal data sets. We used time-varying effect modeling (TVEM) to estimate how the associations among race/ethnicity, poverty status, and math and reading achievement vary across continuous age from age 5 to age 15.
By: Megan Kuhfeld, Elizabeth Gershoff, Katherine Paschall
Are achievement gap estimates biased by differential student test effort? Putting an important policy metric to the test.
This study examines whether test effort differs by student subgroup, including by race and gender. The sensitivity of achievement gap estimates to any differences in test effort is also considered.
By: James Soland
The achievement gap or the engagement gap? Investigating the sensitivity of gaps estimates to test motivation
Achievement gaps are a metric of fundamental importance to U.S. practice and policy. Gap estimates are often used to measure the effectiveness and fairness of the education system at a given point in time, over the course of decades, and as children progress through school.
By: James Soland
This study examined the relationships between poverty and a school’s academic performance (both student achievement and growth). Educators, advocates, and policymakers can use these data to shape how people look at the performance of schools in their communities and to inform education policy (e.g., the effect of evaluating schools based on achievement vs. growth).
By: Andrew Hegedus
On this Education Talk Radio Pre K – 20 radio show, host Larry Jacobs talks with NWEA’s Elizabeth Barker and Brian Tosky about universal design for learning and more.
Making digital content accessible for all. Education Talk Radio Pre K-20
Mentions: Elizabeth Barker
Megan Kuhfeld shares surprising early findings from her work exploring patterns in students’ summer learning loss.
Mentions: Megan Kuhfeld
In this blog, Megan Kuhfeld shares background on what we know about summer learning loss, and the significant gaps that remain in our understanding that drive her work to take a fresh – and deeper – look at the phenomenon.
By: Megan Kuhfeld