This is the technical appendix to the research, “Academically diverse classrooms, deeper needs,” research brief examines the academic diversity of post-COVID classrooms, including the composition and spread of academic achievement levels. Key findings highlight the challenges facing educators as more students are off-track and further behind grade-level proficiency.

This research brief examines the academic diversity of post-COVID classrooms, including the composition and spread of academic achievement levels. Key findings highlight the challenges facing educators as more students are off-track and further behind grade-level proficiency.

This guide offers recommendations for how to understand what differences may exist when looking at data for student groups, and gives leaders some structure for how they might consider and interpret those differences.

This user’s guide for the MAP Growth Goal Explorer describes how to use this interactive tool, the benchmarks it uses to provide context on student growth goals, a framework for goal setting, instructions for how to download information from the tool, and answers to frequently asked questions.

This document provides an overview of the research underlying MAP Reading Fluency with Coach’s AI-powered intelligent reading tutor and the research on key elements of early literacy instruction. It describes the components of the MAP Reading Fluency with Coach pedagogy and the research base supporting each component.

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.

Four-day school weeks have proliferated across the United States, but little is known about their implementation or their effects on students. This study uses district-level data from Oklahoma  to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school.