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.

 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.

This study uses test scores from 5.4 million U.S. students in Grades 3–8 to track changes in math and reading achievement across the first 2 years of the COVID-19 pandemic.

In this Education Week blog, AIR and NWEA researchers share insights from their collaborative research on academic impacts of the COVID-19 pandemic, and what their work suggests about how much academic recovery students need .

This study uses test scores from 4.9 million U.S. students in Grades 3 through 8 to examine the academic disruptions of the COVID-19 pandemic by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021.

This study investigated teacher adaptation to the changes in teaching conditions caused by the transition to distance learning in the COVID-19 pandemic.

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.