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Direct linkSusan Bush-Mecenas; Jonathan Schweig; Megan Kuhfeld; Louis T. Mariano; Melissa Kay Diliberti – Grantee Submission, 2023
The COVID-19 pandemic caused tremendous upheaval in schooling. In addition to its devasting effects on students' academic development, the disruptions to schooling had important consequences for researchers conducting effectiveness studies on educational programs during this era. Given the likelihood of future large-scale disruptions, it is…
Descriptors: Research Problems, Educational Research, COVID-19, Pandemics
Peer reviewedJonathan Schweig; Megan Kuhfeld; Melissa Kay Diliberti; Andrew McEachin; Louis T. Mariano – Grantee Submission, 2022
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…
Descriptors: School Demography, COVID-19, Pandemics, Test Use
Jonathan Schweig; Andrew McEachin; Megan Kuhfeld; Louis T. Mariano; Melissa Kay Diliberti – Grantee Submission, 2021
The novel coronavirus disease 2019 (COVID-19) pandemic has created an unprecedented set of obstacles for schools and exacerbated existing structural inequalities in public education. In spring 2020, as schools went to remote learning formats or closed completely, end-of-year assessment programs ground to a halt. As a result, schools began the…
Descriptors: Student Placement, COVID-19, Pandemics, Student Characteristics
