Understanding the initial educational impacts of COVID-19 on communities of color
This report examines the academic impact of the COVID-19 pandemic on Black, Indigenous, and people of color (BIPOC) students, with the goal of documenting achievement trends to provide leaders and policymakers with evidence to guide action to address educational inequities for BIPOC students. Using math and reading test data from 2.1 million BIPOC students in grades 3 to 8, we found that students’ math achievement was significantly impacted in fall 2020, while reading achievement was mostly parallel to prior years, and that the rate of learning during the pandemic was lower from fall 2019 to fall 2020 than during the pre-pandemic period.See More
Read the report
To what extent did COVID-19 disruptions affect student achievement in 2020-2021, and which students have been most affected? New NWEA research aims to provide insight to inform leaders working to support recovery: using data from 5.5 million students in grades 3-8 who took MAP Growth assessments in reading and math, this brief examines how gains across the 2020-21 school year and student achievement in spring 2021 compare to pre-pandemic trends.
Technical appendix for: Learning during COVID-19: Reading and math achievement in the 2020-2021 school year
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, Learning during COVID-19: Reading and math achievement in the 2020-21 school year.
Two research questions were investigated in this brief:
1. How do gains across the 2020-21 school year compare to pre-pandemic trends?
2. How does student achievement in spring of 2021 compare to pre-pandemic levels?
Transforming education through COVID-19 recovery and learning acceleration: research findings, policy recommendations, and lessons from the ground
In this live webinar offered in partnership by the Alliance for Excellent Education, NWEA, the National Urban League, and Unidos US, join a conversation about new NWEA research on academic trends of students during the past school year compared to a more typical school year, what these findings suggest about widening education inequality, recommendations for states and districts on how to use recent federal aid to transform education for historically underserved students, and the perspective a a district leader on what their district is doing to support students as they return to school.
Supporting COVID-19 recovery for students with disabilities: Research findings, policy recommendations, and lessons from the ground
In this webinar by the Alliance for Excellent Education, NWEA, and the National Center for Learning disabilities, learn about recent research on academic growth for students in special education before the pandemic and implications for policies and practices designed to spur COVID-19 recovery.
Academic growth for students with disabilities: Lessons from school-year learning gains and summer learning loss—Implications for COVID-19 recovery and beyond
How can we support academic growth for students with disabilities (SWD) who may have experienced disproportionate academic impacts from COVID-19?
By: Lindsay Dworkin, Katie Carroll
New research examining academic achievement and growth of students in special education and their peers who were never in special education during each school year and summer in grades K-4 shows that students with disabilities grow as much or more academically during the school year than their peers without disabilities during some years, but that steeper summer learning losses for students with disabilities contribute to widening disparities.
This study compares within- and across-years academic growth for students who were ever in special education (ever-SPED) to students who were never in special education (never-SPED) in grades K-4. Ever-SPED students grew more in math and reading than never-SPED students during many school years, but lost more learning during every summer than their peers, leading to expanding disparities. These findings suggest that summer learning opportunities are crucial for improving educational outcomes for students with disabilities.