Explore five critical decisions where high-quality assessment data helps leaders support teachers, allocate resources wisely, and drive meaningful student growth across classrooms and schools.

When schools want reliable, actionable assessment data, they turn to MAP Growth—the most trusted and innovative assessment for measuring learning and growth in the domains of mathematics, reading, language usage, and science.

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.

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.

New data shows progress toward academic recovery stalled in 2022-23. In this special briefing, Dr. Karyn Lewis provides more context and details to this new report on the state of academic gains and achievement levels.

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.