Research brief
High dosage tutoring for academically at-risk students
This brief provides a review of the research on high dosage tutoring as an intervention strategy for supporting at-risk students. It highlights the benefits and the non-negotiable factors for effective implementation and usage.
By: Ayesha K. Hashim, Miles Davison, Sofia Postell, Jazmin Isaacs
Topics: COVID-19 & schools, Equity, Growth, Informing instruction
Typical learning for whom? Guidelines for selecting benchmarks to calculate months of learning
To describe the impact of the COVID-19 pandemic on students, researchers have translated test scores into months of learning to claim how many months/years students are behind in school. Despite its perceived accessibility, there are major downsides to this translation. To inform future uses by researchers and media, we discuss in this brief how to calculate this metric as well as its trade-offs.
By: Megan Kuhfeld, Melissa Diliberti, Andrew McEachin, Jon Schweig, Louis T. Mariano
Topics: COVID-19 & schools, Equity, Growth, Growth modeling, Seasonal learning patterns & summer loss
New research shows progress toward academic recovery stalled in 2022-23. This research brief covers data from 6.7 million US students examining academic gains relative to pre-pandemic years as well as tracking the gap in achievement between COVID year student groups compared to their pre-pandemic peers.
By: Karyn Lewis, Megan Kuhfeld
Products: MAP Growth
Topics: COVID-19 & schools, Equity
New research provides evidence that student reading and math achievement at the start of the 2022ā23 school year is continuing to rebound from the impacts of the pandemic, though full recovery is likely still several years away.
By: Karyn Lewis, Megan Kuhfeld
Topics: Equity, 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
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
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