This is the accompanying technical brief to the new report (Covid’s impact on science achievement: Trends from 2019 through 2024) that examines the pandemic’s impacts on academic achievement and gain in Science and continues ongoing research by NWEA® analyzing the degree to which the COVID-19 pandemic, and its associated school closures, influenced student learning.

NWEA research report examining the impacts of the pandemic’s disruptions to learning and the status of academic recovery. This report features data from the 2023-24 academic year and underscores that unfinished learning continues to be a challenge due to lower achievement gains compared to pre-pandemic trends. This report is part of series tracking the on-going impacts.

The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Education’s long COVID: 2022-23 achievement data reveal stalled progress toward pandemic recovery report.

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.

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, The widening achievement divide during COVID-19.

 The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research included in Student achievement in 2021-22: Cause for hope and continued urgency.

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.