A lack of test engagement can negatively impact scores. Learn about NWEA’s work to prevent and mitigate impacts of rapid guessing.

If achievement gaps between demographic groups change during times when school is out of session, then educators and policymakers have a reason for concern about educational equality during the school year. A large study using data from NWEA takes a broader, more in-depth look at the summer achievement gap and has uncovered some meaningful results.

This Language Magazine article discusses testing English Language Learners in their native/home language

When students speed through a computer-based test, their responses are far less likely to be accurate than if they took longer to find the solution, according to new research.

Social-emotional learning (SEL) competencies like self-efficacy and conscientiousness can be predictive of long-term academic achievement. But they can also be difficult to measure. In a new study led by NWEA’s James Soland, researchers investigated whether assessment metadata – the way students approach tests and surveys – can provide useful SEL data to schools and educators. Soland joins CPRE research specialist Tesla DuBois to discuss his findings, their implications, and the promise and limitations of student metadata in general.

An NWEA webinar by Dr. Andy Hegedus on the relationships between poverty and school performance

This report describes the norming procedures used to produce the user norms for the course-specific MAP Growth Mathematics tests in Algebra 1, Geometry, and Algebra 2.