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…

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…

Purpose: The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have…

"INSPIRE" is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. "INSPIRE" provides an innovative integrated K-12 STEM pipeline approach focused on STEM course content and instructional redesign. The INSPIRE model was implemented in Cabarrus County…

Language-reduced (nonverbal) ability tests are the primary talent identification tools for ELL children. The appropriate use of such tests with low-SES and minority children is more nuanced. Whenever language-reduced tests are used for talent identification, nonverbal tests that measure more than figural reasoning abilities should be employed. For…

This article explores the findings of a study that compared 2 groups of 5th-grade first-language Kam-Dong minority students as they learned English as a third language (L3) in the remote mountain village of Zaidang, in Rongjiang county, Guizhou Province, P.R. China. One group had previously been taught using Mandarin only (MO), whereas the other…

Over nearly three decades, the Public Policy Forum has collected and analyzed education data to report on the demographics, academic performance, and finances of public schools and districts in southeast Wisconsin. This 29th annual public schools report continues that tradition with updated analyses of new data and trends to shed light on the…

This study examined whether attending a "Knowledge is Power Program" (KIPP) middle school improved students' academic achievement. KIPP schools in the study included fifth through eighth grades and served primarily low-income, minority students. The study found that fifth-grade students in KIPP middle schools generally performed better…

All students from grades 3 through 8 were tested in the fall, winter, and spring of 2009 on passage reading fluency (PRF) measures from easyCBM [R]. Student characteristics were analyzed for influence on reading growth. The results showed the negative effects from being a male or a student of color, coming from an economically disadvantaged…

Evaluation of after-school programs that are culturally and place-based and promote positive youth development among minority and indigenous youths has not been widely published. The present evaluation is the first of its kind of an after-school, youth-risk prevention program called Hui Malama O Ke Kai (HMK), that emphasizes Native Hawaiian values…

Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web-based software to teach students using a "content-first" approach that allowed students to transition from…

This report uses longitudinal data to examine the scores of public-school language-minority students on a mathematics assessment in 1st grade, and gains in their scores between 1st and 5th grades. Scores are reported by student race/ethnicity, poverty status, and maternal education. Data are drawn from the Early Childhood Longitudinal Study,…

This report is the second in a series examining the causes and consequences of chronic absenteeism during the early school years, based on analyses of data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K, National Center for Education Statistics). It is part of National Center for Children in Poverty's larger Pathways to…

In the United States, traditionally underrepresented minority children have lower levels of academic achievement than their white counterparts. In the broadest perspective, this quantitative study seeks to help stakeholders and policymakers understand the factors responsible for Hispanic or Latino student achievement relative to that of comparison…

This study examined the impact of the 3-year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and…