This study reports achievement levels and fall-to-spring gains in grades K to 8 for three groups of English Learners (ELs):  ever-ELs who were ever eligible for service; current-ELs who continue to require service; and dually-identified students eligible for both EL and Special Education services.

In this Inside IES Research blog, RAND and NWEA researchers share some early findings from their work under an IES grant to develop strategies for schools and districts to address the impacts of COVID-19 disruptions on student assessment programs. In the blog, they describe some key findings from surveys and interviews on key concerns of districts and schools arising from the lack of assessment data from spring 2020.

These visualizations allow you to explore key questions from our report, Learning during COVID-19: Initial findings on students’ reading and math achievement and growth.

In this National Institute of Statistical Sciences (NISS) Ingram Olkin “Statistics Serving Society” Forum, experts from around the country share statistical and data-analytic challenges they have faced as they have reported on and researched issues around the impact of COVID-19 in U.S. schools. Read more on the forum and presenters on the NISS webpage.

In this NCEA podcast, Beth Tarasawa joins Kevin Baxter to discuss how we can use historical learning trends as well as real-time data to better understand the status of student performance during the COVID-19 pandemic.

In this study, we examine seasonal patterns of racial/ethnic achievement gaps in kindergarten through eighth grade using a national sample of over 2.5 million students.

In this Brown Center Chalkboard (Brookings Institution) blog, NWEA researchers share findings from new research that sheds light on the impact that the COVID-19 pandemic has had on student learning.