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.
Trustworthy assessment data and an evidence-based understanding of what truly improves student learning can facilitate decision-making. At NWEA, we pursue both relentlessly because we know doing so improves outcomes for kids.
Topics: Education research
Products: MAP Growth
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.
Use this strategic planning tool to identify your district’s key areas of need and resources that support learning for students affected by COVID learning interruptions.
In this brief, discover how students who engaged with MAP Accelerator during the 2021-22 school year at the recommended dosage of 30+ minutes per week exceeded growth projections by 26% to 38%. In an additional a year-over year analysis, students were compared to themselves, and it was found that those who increased their usage of MAP Accelerator from the first year to the second year saw a corresponding improvement in their achievement growth.
Products: MAP Accelerator
This paper describes high quality teaching practices in two schools that produce exceptional growth for all kinds of students. These practices focus on making the most of instructional time and exposing students to high quality content in a variety of contexts. They prove teachers don’t need to choose between differentiating to meet students’ needs and giving them access to grade-level learning.