Academic Growth for English Learners: Lessons from school-year learning gains and summer learning loss – Implications for COVID-19 recovery and beyond



How can we support academic growth for English learners (ELs) who may have experienced disproportionate academic impacts from COVID-19? Recent NWEA research may help inform how federal ESSER funding can provide early intervention and extended school year support in the summer and after-school that can create sustainable change and further growth for ELs.

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