How can policymakers and education leaders advance learning for all students next year and beyond? Read highlights from new NWEA research on student achievement in 2020-2021 and equity-focused recommendations by NWEA Policy and Advocacy informed by this work for federal, state, and district leaders working to support learning recovery to lay a strong foundation for success for all students.

Traditional grading practices typically incorporate non-learning measures such as behavior and effort into an average. Yet by mixing achievement and behavior, we miscommunicate on both accounts. Students and parents still need information on both, but the critical step is to separate reporting, and Dr. Matt Townsley and NWEA User Experience Designer Chris Thoms will share with us both why this is crucial for equity, and how teachers can put it into action.

Our early reading experts discuss the roots of the literacy crisis and provide research-backed strategies for helping early readers catch up and closing gaps in literacy equity and access.

Recommendations for federal and state stakeholders to address pandemic impacts and improve assessment and accountability systems over the long term.

Ideas stem from three convenings of more than 60 organizations representing state departments of education, school districts, policy and advocacy groups, universities, and more.

Learn about Louisiana’s curriculum-aligned, through-year approach to ELA and social studies assessment, developed in partnership with NWEA and other partners to foster deeper learning and close opportunity gaps.

In this webinar, our panel of practitioners, policy experts, and researchers discussed the role of high-quality assessment data, alongside nonacademic information, as a critical component of district and state efforts to address student and systems-level needs in the wake of the coronavirus pandemic.

NWEA recommendations to the federal government regarding the need to expand flexibility and incentivize innovation in both assessment and accountability systems.