Journal article
Trends in children’s academic skills at school entry: 2010 to 2017
June 2020
Educational Researcher,Ā https://doi.org/10.3102/0013189X20931078
By: Megan Kuhfeld, James Soland, Christine Pitts, Margaret Burchinal
![](https://www.nwea.org/uploads/2020/03/Journal-article-purple.png)
Abstract
Studentsā level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past 10 years. Evidence from two prior nationally representative studies indicated that incoming kindergartenersā math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicate that kindergarteners in 2017 had moderately lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.
See MoreThis article was published outside of NWEA. The full text can be found at the link above.
Topics: Early learning, Equity
Associated Research
Related Topics
![](https://www.nwea.org/uploads/MAP-Reading-Fluency-with-Coach-Evidence-Base_500x300_thumb.jpg)
![](https://www.nwea.org/uploads/MAP-Reading-Fluency-with-Coach-Evidence-Base_500x300_thumb.jpg)
MAP Reading Fluency with Coach Evidence Base
This document provides an overview of the research underlying MAP Reading Fluency with Coachās AI-powered intelligent reading tutor and the research on key elements of early literacy instruction. It describes the components of the MAP Reading Fluency with Coach pedagogy and the research base supporting each component.
By: Amy Endo
Products: MAP Reading Fluency
Topics: Early learning, Empowering educators, Innovations in reporting & assessment, Reading & language arts
![](https://www.nwea.org/uploads/2021/06/psychometrics_research-brief.jpg)
![](https://www.nwea.org/uploads/2021/06/psychometrics_research-brief.jpg)
Predicting Amira Reading Mastery Based on NWEA MAP Reading Fluency Benchmark Assessment Scores
This document presents results from a linking study conducted by NWEA in May 2024 to statistically connect the grades 1ā5 English Amira Reading Mastery (ARM) scores with the Scaled-Words-Correct-Per-Minute (SWCPM) scores from the MAP Reading Fluency benchmark assessment taken during Fall and Winter 2023ā2024.
By: Fang Peng, Ann Hu, Christopher Wells
Products: MAP Reading Fluency
Topics: Computer adaptive testing, Early learning, Measurement & scaling, Reading & language arts
![](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