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 documents the norming study procedure used to produce the achievement and growth user norms for English MAP Reading Fluency Foundational Skills.

This study compared the test taking disengagement of students taking a remotely administered an adaptive interim assessment in spring 2020 with their disengagement on the assessment administered in-school during fall 2019.

This study evaluates the effects of asking items throughout the passage (i.e., embedding items) to achieve a more precise measure of reading comprehension by removing barriers for students to demonstrate their understanding. Results showed a significant impact of embedding comprehension items within reading passages on the measurement of student achievement in comparison to answering items at the end of the passage.

The MAP Growth theory of action describes key features of MAP Growth and its position in a comprehensive assessment system.

This study compares estimation of symptom networks with Bayesian GLASSO- and Horseshoe priors to estimation using the frequentist GLASSO using extensive simulations.

School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19–era school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA’s MAP Growth assessments, interim assessments used by states and districts during the 2020–2021 school year.