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.

This study examines the text quality of math assessment items for students with VI who use screen readers. Using data from about 29.5 million students taking standard versions of the MAP Growth math assessment, and 48,845 students taking accessible versions, we identified high-quality items, those that measured achievement for both students with and without VI equally well, and low-quality items, which showed differences between the two groups of students.

This review examines research on math achievement in students who are blind or visually impaired, the opportunities that BVIs have to demonstrate their knowledge of mathematics, as well unique challenges they face and ways in which these barriers have (or have not) been addressed.

New research using data from over 2,300 rural schools across the US provides unique insight into math and reading achievement of students in rural schools so educators and policymakers can better understand and support the potential needs of rural schools.

This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners. The findings suggest summer support is required to help ELs maintain and develop academic skills.

The MAP Growth theory of action describes key features of MAP Growth and its position in a comprehensive assessment system.

The purpose of this study was to examine the concepts of dyslexia teachers know accurately as scientific conceptions, hold as misconceptions, or are uncertain. Implications for teacher training in dyslexia are discussed.