This NWEA white paper explores the impacts of permanent school closures on communities. Findings suggest that despite challenges facing districts and the increased rhetoric around closures, most districts have continued to keep schools open; however, when schools were permanently closed, all communities are not affected equally: high poverty and high percentage Black students are more likely to close.

The MAP Growth theory of action describes key features of MAP Growth and its position in a comprehensive assessment system.

This document presents the intended uses and methodology of the MAP Growth linking studies, a description of the results provided in the linking study reports, and a summary of the recent linking studies conducted by NWEA to incorporate the new 2020 norms.

The MAP Reading Fluency theory of action shows the hypothesized mechanisms of change and intermediate goals leading to the overarching goal of helping all students read fluently with comprehension.

This guide explains the analyses, statistics, terms, and data included in the NWEA state dashboard, Exploring the Educational Impacts of COVID-19.

The 2020 MAP Growth Norms report presents mathematics, reading, language arts and science achievement and growth patterns for students attending public schools across the U.S. It includes details on the methodological approach, information on MAP Growth assessments, the tested student population and post-stratification weighting, growth modeling, and implications of the study for research and practice, as well as tables showing student and school status and growth norms, status percentiles, growth distributions, and growth percentiles

This technical appendix outlines the methodology behind the projections in the NWEA research white paper, The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement.