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

New research using longitudinal data provides evidence that deaf and hard of hearing (DHH) students continue to build skills in math and reading throughout grades 2 to 8, challenging assumptions that DHH students’ skills plataeu in elementary grades.

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.

 The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research included in 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.

This report documents the norming study procedure used to produce the achievement and growth user norms for English MAP Reading Fluency Foundational Skills.

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.