New research examining academic achievement and growth of students in special education and their peers who were never in special education during each school year and summer in grades K-4 shows that students with disabilities grow as much or more academically during the school year than their peers without disabilities during some years, but that steeper summer learning losses for students with disabilities contribute to widening disparities.

Among the many ways in which schools are being transformed by the COVID-19 pandemic, the change in kindergarten enrollment is likely to have important consequences in classrooms across the nation. Because the academic and nonacademic skills students develop in their preschool and early elementary school years are foundational to important longer-term outcomes, understanding these changes and finding ways to effectively support our youngest students’ learning is critical for educators and leaders. Drawing on recent research, we offer four timely considerations for district, school, and classroom leaders.

How have COVID-19 school closures impacted student academic growth and achievement? New research using fall 2020 MAP Growth assessment data for 4.4 million students provides new insights, key findings, and actionable recommendations.

Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation.

Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.

COVID-19 school closures will likely affect student academic achievement. Research on summer learning loss offers insights to help plan for and address some potential impacts of this extended pause when students return to school.

The purpose of this literature review is to study the advantages and limitations of various through-course summative assessment models with the goal of informing the design of the NWEA through-year solution.