Using a case study from a U.S. school district, this research brief examines the practices and conditions of a coherent instructional system, and where and how it had the most impact. It offers a practical model that leaders can adapt in their own schools to help strengthen instruction across classrooms.

This is the technical appendix to the research brief, “The Power of Connectedness: A Case for a Coherent Instructional System for Reading and Science Improvement,” which examines the practices and conditions of a coherent instructional system, and where and how it had the most impact.

This research brief examines whether taking Algebra in 8th grade instead of 9th grade improves student outcomes. Using a nationwide sample of MAP Growth scores for middle schoolers, NWEA researchers looked at how many students who were ready for Algebra actually enrolled, and how outcomes were affected for students who were or were not ready for the course.

This is the technical appendix to the research brief, “Getting Algebra Placement Right: Expanding Opportunity and Strengthening Preparation,” which examines whether taking Algebra in 8th grade instead of 9th grade improves student outcomes.

NWEA research brief examining Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade.

This is the technical appendix for the NWEA research brief titled, “Behind at the Starting Line,” which examines Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade.

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.