Achievement gaps are a metric of fundamental importance to U.S. practice and policy. Gap estimates are often used to measure the effectiveness and fairness of the education system at a given point in time, over the course of decades, and as children progress through school.

This study examined the relationships between poverty and a school’s academic performance (both student achievement and growth). Educators, advocates, and policymakers can use these data to shape how people look at the performance of schools in their communities and to inform education policy (e.g., the effect of evaluating schools based on achievement vs. growth).

On this Education Talk Radio Pre K – 20 radio show, host Larry Jacobs talks with NWEA’s Elizabeth Barker and Brian Tosky about universal design for learning and more.

Megan Kuhfeld shares surprising early findings from her work exploring patterns in students’ summer learning loss.

This visualization presents findings from our report Evaluating the Relationships Between Poverty and School Performance and gives you the chance to explore how your school site compares to schools from the sample.

For three weeks in the summer, children who are entering kindergarten in Portland, Oregon, get ready and get excited to start school. While it’s no substitute for pre-K, getting a preview helps ease the transition for kids, and offers parents a sense of connection. Special correspondent Lisa Stark of Education Week reports.

In order to ask students to be vulnerable in talking about how they have been exposed to, and impacted by, society’s messages about race, gender, and sexual identity, we have a responsibility to first demonstrate that vulnerability ourselves. Thus, our work is more about “being” than “doing.” Modeling honest self-assessment allows us to ask students to be reflective about their relationship to power, privilege, and oppression.