Blog article
NWEA research helps us better understand differential growth during school years and summer for students in SPED
June 2022
By: Elizabeth Barker
![](https://www.nwea.org/uploads/2020/03/Blog-paper-purple.png)
Description
In this blog, Elizabeth Barker shares the motivation and key insights from her study with Angela Johnson exploring academic achievement and growth for students in special education during summers and school years.
Visit the blogAssociated Research
![](https://www.nwea.org/uploads/2020/03/Journal-article-purple.png)
Journal article
Related Topics
![](https://www.nwea.org/uploads/Effective-summer-programs-practical-guidance-for-district-leaders_500x300_thumb.jpg)
![](https://www.nwea.org/uploads/Effective-summer-programs-practical-guidance-for-district-leaders_500x300_thumb.jpg)
Effective summer programs: Practical guidance for district leaders
This report dives into the research on summer programs, their implementation and design, as well as the efficacy of those programs for literacy, math, and social-emotional learning (SEL) outcomes. It also provides recommendations for district leaders to use as a framework for planning and implementing effective summer programming.
By: Miles Davison, Ayesha K. Hashim, Jazmin Isaacs, Susan Kowalski, Karyn Lewis, Sofia Postell, Michael Gaddis, PhD
Topics: COVID-19 & schools, Growth, Guidance, Seasonal learning patterns & summer loss
![](https://www.nwea.org/uploads/High-dosage-tutoring-for-academically-at-risk-students_Research-Brief_500x300-thumb.png)
![](https://www.nwea.org/uploads/High-dosage-tutoring-for-academically-at-risk-students_Research-Brief_500x300-thumb.png)
High dosage tutoring for academically at-risk students
This brief provides a review of the research on high dosage tutoring as an intervention strategy for supporting at-risk students. It highlights the benefits and the non-negotiable factors for effective implementation and usage.
By: Ayesha K. Hashim, Miles Davison, Sofia Postell, Jazmin Isaacs
Topics: COVID-19 & schools, Equity, Growth, Informing instruction
![](https://www.nwea.org/uploads/Weeks-of-Learning-Research-Brief_thumbnail_500x300.png)
![](https://www.nwea.org/uploads/Weeks-of-Learning-Research-Brief_thumbnail_500x300.png)
Typical learning for whom? Guidelines for selecting benchmarks to calculate months of learning
To describe the impact of the COVID-19 pandemic on students, researchers have translated test scores into months of learning to claim how many months/years students are behind in school. Despite its perceived accessibility, there are major downsides to this translation. To inform future uses by researchers and media, we discuss in this brief how to calculate this metric as well as its trade-offs.
By: Megan Kuhfeld, Melissa Diliberti, Andrew McEachin, Jon Schweig, Louis T. Mariano
Topics: COVID-19 & schools, Equity, Growth, Growth modeling, Seasonal learning patterns & summer loss
![](https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_500x300_thumb.jpg)
![](https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_500x300_thumb.jpg)
New research shows progress toward academic recovery stalled in 2022-23. This research brief covers data from 6.7 million US students examining academic gains relative to pre-pandemic years as well as tracking the gap in achievement between COVID year student groups compared to their pre-pandemic peers.
By: Karyn Lewis, Megan Kuhfeld
Products: MAP Growth
Topics: COVID-19 & schools, Equity
![](https://www.nwea.org/uploads/2020/03/Research-brief-purple.png)
![](https://www.nwea.org/uploads/2020/03/Research-brief-purple.png)
Technical appendix: 2022-23 achievement data reveal stalled progress toward pandemic recovery
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Educationās long COVID: 2022-23 achievement data reveal stalled progress toward pandemic recovery report.
By: Jazmin Isaacs, Megan Kuhfeld, Karyn Lewis
Topics: COVID-19 & schools, Equity
![](https://www.nwea.org/uploads/2020/03/Research-brief-purple.png)
![](https://www.nwea.org/uploads/2020/03/Research-brief-purple.png)
The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year.
By: Megan Kuhfeld, Karyn Lewis
Topics: COVID-19 & schools, Equity
![](https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery-500x300_DEC22.png)
![](https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery-500x300_DEC22.png)
New research provides evidence that student reading and math achievement at the start of the 2022ā23 school year is continuing to rebound from the impacts of the pandemic, though full recovery is likely still several years away.
By: Karyn Lewis, Megan Kuhfeld
Topics: Equity, COVID-19 & schools