In this Inside IES Research blog, RAND and NWEA researchers share some early findings from their work under an IES grant to develop strategies for schools and districts to address the impacts of COVID-19 disruptions on student assessment programs. In the blog, they describe some key findings from surveys and interviews on key concerns of districts and schools arising from the lack of assessment data from spring 2020.

In this Brown Center Chalkboard (Brookings Institution) blog, NWEA researchers share findings from new research that sheds light on the impact that the COVID-19 pandemic has had on student learning.

In this Teach. Learn. Grow. blog, Beth Tarasawa shares key findings and actionable takeaways from research exploring how school shutdowns impacted student achievement at the start of the 2020–21 academic year.

In this Education Next blog, Megan Kuhfeld shares key findings from new research examining how student learning  has been impacted by school closures caused by the Covid-19 pandemic in spring 2020.

Learn what research shows about the variation in math skills early learners have when they enter kindergarten and ways to support building of these foundational skills.

The Universal Design for Learning (UDL) framework, formative assessment strategies, student data, and individualized or small-group instruction can help educators provide quality instruction for students with in distance learning.

In this guest blog on the National Center for the Improvement of Educational Assessment’s CenterLine, the authors share their perspective on how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall.