NWEA measures the impact of the pandemic on student achievement and growth
Researchers at NWEA have been using data from their MAP Growth assessments to predict and analyze learning losses since the start of the pandemic.
Researchers at NWEA have been using data from their MAP Growth assessments to predict and analyze learning losses since the start of the pandemic.
Parents across the country are up in arms over their school systems’ equity initiatives. To be clear, this is not “equity” as I came to define it when I started teaching nearly a quarter century ago.
The radio show Marketplace recently ran a piece asking, “Can changing home appraisal language help close the wealth gap?” The story examined structural racism in the housing market, specifically the wealth gap that persists as a result of Black and Hispanic families having t
At its simplest, the belief gap is the gulf between what students can accomplish and what others—particularly teachers—believe they can achieve. It is especially pernicious when beliefs around academic competency are fueled by extraneous information such as socioeconomic status, race, or gender.
Texas recently became the first state to release state test score data since the pandemic hit.
Gadfly habitues have seen me grump, criticize, lament and recently brighten over the protract
A recently released report by the Council of the Great City Schools seeks to determine whether urban public schools—including charters—are succeeding in their efforts to mitigate the effects of poverty and other educational barriers.
The prolonged fracas within and far beyond the National Assessment Governing Board (NAGB) concerning a new “framework” for NAEP’s future assessment of reading has been ominous on several fronts—as I haven’t hesi
A new working paper from researchers out of the University of Virginia uses data from the state’s kindergarten literacy assessment, the Phonological Awareness Literacy Screening (PALS), to examine how the subsequent achievement trajectories of kindergarteners who enter school with similar literacy levels differ by race and/or SES. The findings are worrying.
Across America, states are constitutionally responsible for providing K–12 education, but in practice school districts are the primary structure by which education is delivered. The vast majority of such districts are run by locally elected school boards.
Editor’s note: This was first published in Educational Leadership.
Turnaround efforts for low performing schools have been the subject of research interest since their advent in the No Child Left Behind era.
Editor’s note: This was the second-place submission, out of twenty-five, in Fordham’s 2021 Wonkathon, in which we asked participants to answer the question, “How can schools best address students’ mental-health needs coming out of the
According to U.S. Census data, 23 percent of students in America’s K–12 schools were either first- or second-generation immigrant children in 2015. That was up from 11 percent in 1990 and 7 percent in 1980.
As U.S. schools reopen in the fall, a year and a half after nearly all of them closed due to the pandemic panic, what should be different? What needs to change if kids are actually to catch up? What’s important to retrieve from pre-Covid days? And what other changes, changes that should have been made pre-Covid, is there now a rare opportunity to initiate?
Trouble continues at the National Assessment Governing Board (NAGB), the policy body for the National Assessment of Educational Progress (NAEP).
Editor’s note: The Thomas B. Fordham Institute recently launched “The Acceleration Imperative,” a crowd-sourced, evidence-based resource designed to aid instructional leaders’ efforts to address the enormous challenges faced by their students, families, teachers, and staff over the past year.
Since 1997, the Program for International Student Assessment (PISA) has tested students around the globe every three years to determine the educational status of fifteen-year-old students in dozens of countries and economic regions that are part of the Organization for Economic Cooperation and Development (OECD).
A recent study uses data from math and reading tests conducted between 1954 and 2007 to explore long-term trends in American students’ achievement.
You wouldn’t expect a conservative Republican like former Mississippi governor Haley Barbour to turn into a facsimile of Chairman Xi as muzzler of dissent and monitor of communications, but something of the sort has reared its head at the National Assessment Governing Board (NAGB), which Barbour chairs. (He’s a DeVos appointee, and last I looked, those terms run a year at a time.
In the coming weeks, the House Appropriations subcommittee that decides on education spending will consider how much money to allocate to the federal Charter School Program (CSP).
A suite of technologies that are already widely used in some private-sector testing can and should be embraced by state and national assessments, as well as the private tests that aren’t yet making maximum use of them. Read more.
The “Does money matter?” debate has been getting boring. The idea that increasing school spending wouldn’t make the schools work at least a little better probably never made much sense to begin with.