The impact of COVID-19 on student achievement and what it may mean for educators
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.Visit the blog
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 NWEA research provides further evidence of the challenges that young learners are currently facing from the disruptions of the COVID-19 pandemic.
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.
By: Stephanie Cawthon, Elizabeth Barker, Johny Daniel, North Cooc, Ana Vielma
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.
By: Hayley Weddle, Ayesha K. Hashim, Ogechi Irondi
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research included in Student achievement in 2021-22: Cause for hope and continued urgency.
New NWEA research finds signs of academic rebounding in the 2021-22 school year while simultaneously underscoring the sustained need for urgency in responding to the COVID-19 crisis.
Topics: COVID-19 & schools