COVID-19 & schools
The widening achievement divide during COVID-19
New research provides additional evidence of the uneven impacts of the COVID-19 pandemic showing that studentsā 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.
By: Karyn Lewis, Megan Kuhfeld, Meredith Langi, Scott J. Peters, Erin Fahle
Topics: COVID-19 & schools, Equity
Technical appendix for: The widening achievement divide during COVID-19
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.
By: Megan Kuhfeld, Meredith Langi, Karyn Lewis
Topics: COVID-19 & schools, Equity
COVID-19 in the early elementary years: A comparison of achievement in spring 2019 and spring 2022
New NWEA research provides further evidence of the challenges that young learners are currently facing from the disruptions of the COVID-19 pandemic.
By: Megan Kuhfeld, Karyn Lewis
Topics: COVID-19 & schools, Early learning, Equity
District and school leadersā perspectives on leading & learning during the COVID-19 pandemic
This report captures the perspectives of district, school, and teacher leaders (hereafter referred to as ālocal leadersā) to surface best practices for supporting student learning during COVID-19.
By: Hayley Weddle, Ayesha K. Hashim, Ogechi Irondi
Topics: COVID-19 & schools, Empowering educators
Technical appendix for: Student achievement in 2021-22: Cause for hope and continued urgency
Ā 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.
By: Megan Kuhfeld, Karyn Lewis
Topics: COVID-19 & schools, Equity
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.
By: Megan Kuhfeld, Karyn Lewis
Topics: COVID-19 & schools
Test score patterns across three COVID-19-impacted school years
This study uses test scores from 5.4 million U.S. students in Grades 3ā8 to track changes in math and reading achievement across the first 2 years of the COVID-19 pandemic.
By: Megan Kuhfeld, James Soland, Karyn Lewis
Topics: COVID-19 & schools, Equity