New NWEA research provides further evidence of the challenges that young learners are currently facing from the disruptions of the COVID-19 pandemic.

This technical report documents the processes and procedures employed by NWEA to build and support the English MAP Reading Fluency assessment.

This study used longitudinal data from a sample of 467 preschoolers to examine (1) if children’s executive function (EF) skills at the beginning of pre-K predict growth in their mathematics achievement across the pre-K year, (2) whether growth in learning behaviors, specifically task orientation, mediate the associations between EF and mathematics achievement, and (3) if there are sex differences in these associations.

This study evaluates the effects of asking items throughout the passage (i.e., embedding items) to achieve a more precise measure of reading comprehension by removing barriers for students to demonstrate their understanding. Results showed a significant impact of embedding comprehension items within reading passages on the measurement of student achievement in comparison to answering items at the end of the passage.

The purpose of this study was to examine the concepts of dyslexia teachers know accurately as scientific conceptions, hold as misconceptions, or are uncertain. Implications for teacher training in dyslexia are discussed.

Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors.

Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children’s mastery of three numeric competencies (counting, concrete representational arithmetic and abstract arithmetic operations) at 54 months of age.