When does inequality grow? A seasonal analysis of racial/ethnic disparities in learning in kindergarten through eighth grade
By: Megan Kuhfeld, Dennis Condron, Douglas Downey
What role does schooling play in the development of racial/ethnic inequalities in academic skills? Seasonal learning studies, which allow researchers to compare the growth of achievement gaps when school is in versus out of session, provide important evidence on whether schools reproduce or exacerbate educational inequalities. However, most existing seasonal studies have been restricted to the early grades, limiting our understanding of the relationship between schooling and inequality in the later grades. In this study, we examine seasonal patterns of racial/ethnic achievement gaps in kindergarten through eighth grade using a national sample of over two million students. We find that the Black-White achievement gaps widen during school years and shrink during summers, whereas Asian students generally pull ahead of Whites at a faster rate during summers than during school years. We conclude by discussing the implications of our findings in relation to the broader literature on schools and educational inequalitiesSee More
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In the visualizations in this exhibit, you can compare the performance and growth of various groups of high achievers to that of their peers over multiple years.
Some of our assumptions about the growth and performance of students from high-poverty schools relative to their peers from wealthier schools may be challenged in this data gallery, where you can explore how school poverty level interacts with student growth, college readiness, and college access.
This study examines the academic growth of 35,000 elementary and middle school students in 31 states—all of them high achievers within their own schools—over a three-year period.
In this study from the Thomas B. Fordham Institute, achievement trends from NWEA’s longitudinal growth database were used to track students who scored at or above the 90th percentile on this assessment in order to see if they maintained their high achievement.
Creating tests and items from the beginning with Universal Design for Learning in mind, removing barriers by adding alt-tags, and incorporating more culturally rich materials are all steps NWEA is doing to improve our equity for all students.
By: Elizabeth Barker
Image descriptions are important to make computer-based assessments accessible to students using assistive technology (AT) devices, such as screen readers and refreshable braille displays. NWEA, with support from the National Center for Accessible Media (NCAM), has created guidelines for describing many variations of images, charts, and graphics targeted specifically to the disciplines of reading, language usage, science, and mathematics.
By: Elizabeth Barker
This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.
By: Beth Boroson, Elizabeth Barker, Xueming Li