COVID-19 & schools
COVID-19 in the early elementary years: A comparison of achievement in spring 2019 and spring 2022
New NWEA research provides further evidence of the challenges that young learners are currently facing from the disruptions of the COVID-19 pandemic.
District and school leaders’ perspectives on leading & learning during the COVID-19 pandemic
This report captures the perspectives of district, school, and teacher leaders (hereafter referred to as “local leaders”) to surface best practices for supporting student learning during COVID-19.
By:Hayley Weddle,Ayesha K. Hashim,Ogechi Irondi
Technical appendix for: Student achievement in 2021-22: Cause for hope and continued urgency
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research included inStudent achievement in 2021-22: Cause for hope and continued urgency.
Topics:COVID-19 & schools,Equity
Student achievement in 2021-22: Cause for hope and continued urgency
New NWEA research finds signs of academic rebounding in the 2021-22 school year while simultaneously underscoring the sustained need for urgency in responding to the COVID-19 crisis.
Topics:COVID-19 & schools
Test score patterns across three COVID-19-impacted school years
This study uses test scores from 5.4 million U.S. students in Grades 3–8 to track changes in math and reading achievement across the first 2 years of the COVID-19 pandemic.
By:Megan Kuhfeld,James Soland,Karyn Lewis
Topics:COVID-19 & schools,Equity
The pandemic’s toll on academic growth wasn’t uniform. Recovery efforts can’t be either
In thisEducation Weekblog, AIR and NWEA researchers share insights from their collaborative research on academic impacts of the COVID-19 pandemic, and what their work suggests about how much academic recovery students need .
By:Andrew McEachin,Emily Morton,Dan Goldhaber
Topics:Equity,COVID-19 & schools
The COVID-19 school year: Learning and recovery across 2020-2021
This study uses test scores from 4.9 million U.S. students in Grades 3 through 8 to examine the academic disruptions of the COVID-19 pandemic by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021.
By:Megan Kuhfeld,James Soland,Karyn Lewis,Erik Ruzek,Angela Johnson
Topics:Equity,COVID-19 & schools