“Given NWEA’s depth of research and our partnerships with other mission-driven organizations, we’re in a unique position to offer valuable insights to the education community as we navigate through this crisis”, says CEO Chris Minnich. “Together, we can mitigate the impact on kids—especially for those most vulnerable in our population—and continue our efforts to narrow opportunity gaps.”

As COVID-19 pushes us toward distance learning, we can make small adjustments to online instruction to better meet the specific learning needs of students with disabilities.

Explore this interactive map to learn more about some NWEA research partnerships.

Important educational policy decisions, like whether to shorten or extend the school year, often assume that growth in achievement is linear through the school year.  This research examines this untested assumption using data from seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year.

Long breaks are damaging. Virtual learning is erratic. The stakes are high.

How can leaders in education better understand and address opportunity gaps in course-taking? District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach.

This article explores the complexities teachers face in determining when English Learner students near the proficiency threshold should be reclassified, and provides important recent research findings to help guide the decision-making process.