In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19--era school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA's Measures of Academic…

School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. After the U.S. Department of Education offered assessment waivers to all 50 states in 2019-2020, many educators and policymakers advocated for assessment programs to be restarted in the 2020-2021 school year to evaluate the state of…

New research, using data from 7 million students in grades 3-8 in 25,000 schools who took MAP Growth reading and mathematics assessments between 2020-21 and fall 2022, continues NWEA's ongoing research agenda examining how the COVID-19 pandemic has affected student achievement in reading and math. At the start of the 2022-23 school year, we…

The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, "Progress toward Pandemic Recovery: Continued Signs of Rebounding Achievement at the Start of the 2022-23 School Year" (ED627355). The two main research questions…

The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, "Learning during COVID-19: An Update on Student Achievement and Growth at the Start of the 2021-22 School Year." The goal of this brief is to summarize student achievement…

This brief is a continuation of NWEA's ongoing research agenda focused on understanding how the COVID-19 pandemic has affected student reading and math outcomes. This report builds on previous findings to examine students' academic progress at the start of the third school year impacted by the pandemic. The goal of this brief is to summarize…

In our report, "Learning during COVID-19: Initial findings on students' reading and math achievement and growth," we examine how school shutdowns impacted student achievement at the start of the 2020-21 school year. Using data from schools all over the country, we've built these visualizations to explore three key questions: (1) How have…

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2020-21 school year. [For the 2019-20 report, see ED619376.]

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program. It includes satisfaction and outcome data for the 2019-20 school year.

The research featured in this paper is part of the CORE-PACE Research Partnership, which is focused on producing research that informs continuous improvement in the CORE districts as well as policy and practice in California and beyond. In this report, the authors used data from multiple interim assessments to examine how the rate of student…

This report examines the academic impact of the COVID-19 pandemic on Black, Indigenous, and people of color (BIPOC) students, with the goal of documenting achievement trends to provide leaders and policymakers with evidence to guide action to address educational inequities for BIPOC students. Using math and reading test data from 2.1 million BIPOC…