COVID-19 & schools
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Test score patterns across three COVID-19-impacted school years
This study uses test scores from 5.4 million U.S. students in Grades 3ā8 to track changes in math and reading achievement across the first 2 years of the COVID-19 pandemic.
By: Megan Kuhfeld, James Soland, Karyn Lewis
Topics: COVID-19 & schools, Equity
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The pandemic’s toll on academic growth wasnāt uniform. Recovery efforts canāt be either
In this Education Week blog, AIR and NWEA researchers share insights from their collaborative research on academic impacts of the COVID-19 pandemic, and what their work suggests about how much academic recovery students need .
By: Andrew McEachin, Emily Morton, Dan Goldhaber
Topics: Equity, COVID-19 & schools
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The COVID-19 school year: Learning and recovery across 2020-2021
This study uses test scores from 4.9 million U.S. students in Grades 3 through 8 to examine the academic disruptions of the COVID-19 pandemic by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021.
By: Megan Kuhfeld, James Soland, Karyn Lewis, Erik Ruzek, Angela Johnson
Topics: Equity, COVID-19 & schools
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The instructional legacy of COVID-19: Teacher adaptation in response to the pandemic
This study investigated teacher adaptation to the changes in teaching conditions caused by the transition to distance learning in the COVID-19 pandemic.
By: Helena Connolly, Naina Abowd, Catherine C. Chase
Topics: COVID-19 & schools, Empowering educators
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School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19āera school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA’s MAP Growth assessments, interim assessments used by states and districts during the 2020ā2021 school year.
By: Jonathan Schweig, Megan Kuhfeld, Andrew McEachin, Melissa Diliberti, Louis Mariano
Topics: COVID-19 & schools, Measurement & scaling
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Equitable learning recovery must be grounded in solid research
The COVID-19 pandemic, coupled with political and social unrest, has deeply disrupted the lives and learning experiences of most students. It has created an urgent need to address long-standing opportunity gaps and has highlighted the importance of providing resources that support student achievement, social-emotional learning, and physical and mental well-being. This urgency for action to address the impacts is valid, but it has also created a noisy environment of potential options of what might be best for students. Itās critical, now more than ever, for decisions to be grounded in solid research.
By: Beth Tarasawa
Topics: COVID-19 & schools, Equity
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The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year. We investigated two research questions:
- How does student achievement in fall 2021 compare to pre-pandemic levels (namely fall 2019)?
- How did academic gains between fall 2019 and fall 2021 compare to normative growth expectations?
By: Megan Kuhfeld, Karyn Lewis
Topics: COVID-19 & schools, Equity, Growth modeling