Recording of the July 25, 2024, special briefing featuring the latest edition of COVID impact research released by NWEA. In the briefing, Dr. Karyn Lewis (one of the lead authors of the study) walked through new data from the 2023-24 school year and shared key findings on academic gains, achievement and recovery post-COVID.

This infographic provides an overview of key moments in COVID research along with context of what was happening at that point in time.

This guide provides schools and districts with recommendations on how to use the MAP Growth 6+ math assessment data as a starting point for identifying students who may be ready for Algebra 1.

NWEA researchers explore the challenges and opportunities surrounding academic recovery. Designed for school and system leaders, this session details their latest research insights and explores the effectiveness of strategies like summer intervention programming and high-dose tutoring.

For this episode, we’re once again joined by Dr. Chase Nordengren, principal research lead for Effective Instructional Strategies at NWEA to talk about teacher-led approaches to academic recovery.

Chase works closely with leading scholars from around the globe to turn theory into actionable practices to drive instructional improvement. His latest study, High Growth for All, captured ways teachers in one Chicago-area district are leading the academic recovery effort and producing above average academic growth over multiple years for kids across the achievement spectrum

Chase is also the author of Step into Student Goal Setting: A Path to Growth, Motivation, and Agency from Corwin Press.

NWEA senior research scientist Scott Peters offers a thoughtful approach to using MAP Growth data to identify advanced learning opportunities for students that helps educators balance access, sensitivity, alignment, and cost in making these key placement decisions.

This study examines the effects of a newly developed fluency protocol on historically marginalized students in three Grade 6 classrooms in a large urban school district. The protocol was designed for ease of use and does not require that educators have prior knowledge of reading instruction.