Recovery Still Elusive: 2023-24 Student Achievement Highlights Persistent Achievement Gaps and a Long Road Ahead. Brief
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| Title: | Recovery Still Elusive: 2023-24 Student Achievement Highlights Persistent Achievement Gaps and a Long Road Ahead. Brief |
|---|---|
| Language: | English |
| Authors: | Karyn Lewis, Megan Kuhfeld, NWEA |
| Source: | NWEA. 2024. |
| Availability: | NWEA. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | COVID-19, Pandemics, Achievement Gap, Achievement Gains, Elementary Secondary Education, Reading Achievement, Mathematics Achievement, Educational Needs, Racial Differences, Ethnicity, Age Differences |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | This brief is a continuation of NWEA's research series examining the impact of the COVID-19 pandemic on student achievement and progress toward academic recovery. Initiated in the early phase of the pandemic, this series has leveraged NWEA's large national sample of longitudinal MAP® Growth™ data to track student performance and compare it to historical trends. The authors have tracked two critical aspects of student performance in the wake of the pandemic: achievement and growth. Achievement data reveals the extent of unfinished learning. The authors refer to the distance between current test scores and prepandemic trends as "achievement gaps." Growth data estimate how much test scores increase over time. They use these data to indicate whether students are making gains that keep pace with prepandemic trends. Understanding and tracking both achievement and growth is important. Achievement gaps quantify how much unfinished learning remains, while growth patterns help gauge the rate at which gaps will close. The system needs accelerated or above-average growth for students to catch up. The data provide insights into how effectively this is happening. The cumulative research shows that the harmful effects of the pandemic on student achievement steadily accumulated over the course of the 2020-21 school year (Lewis, Kuhfeld, Ruzek, & McEachin, 2021). Growth generally returned to, or slightly exceeded, prepandemic trends in the 2021-22 school year (Kuhfeld & Lewis, 2022). Progress stalled in 2022-23 when growth in nearly all grades fell short of prepandemic trends (Lewis & Kuhfeld, 2023). In this analysis, the authors use 2023-24 school year data to examine the current progress toward recovery. They examine test scores from approximately 7.7 million students currently in grades 3-8 in 22,400 public schools who have taken MAP Growth reading and math assessments since the onset of the pandemic. The "COVID sample" consists of six separate cohorts of students followed longitudinally across the last three school years. For instance, current fifth-graders are part of the grade 3-5 cohort; they measure this cohort's achievement across third grade in 2021-22, fourth grade in 2022-23, and fifth grade in 2023-24. The authors compared this COVID sample to a comparable group of 10 million students who tested in grades 3-8 in the pre-COVID school years of 2016-17 through 2018-19. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | ED657294 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED657294 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 15 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Measures+of+Academic+Progress%22">Measures of Academic Progress</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This brief is a continuation of NWEA's research series examining the impact of the COVID-19 pandemic on student achievement and progress toward academic recovery. Initiated in the early phase of the pandemic, this series has leveraged NWEA's large national sample of longitudinal MAP® Growth™ data to track student performance and compare it to historical trends. The authors have tracked two critical aspects of student performance in the wake of the pandemic: achievement and growth. Achievement data reveals the extent of unfinished learning. The authors refer to the distance between current test scores and prepandemic trends as "achievement gaps." Growth data estimate how much test scores increase over time. They use these data to indicate whether students are making gains that keep pace with prepandemic trends. Understanding and tracking both achievement and growth is important. Achievement gaps quantify how much unfinished learning remains, while growth patterns help gauge the rate at which gaps will close. The system needs accelerated or above-average growth for students to catch up. The data provide insights into how effectively this is happening. The cumulative research shows that the harmful effects of the pandemic on student achievement steadily accumulated over the course of the 2020-21 school year (Lewis, Kuhfeld, Ruzek, & McEachin, 2021). Growth generally returned to, or slightly exceeded, prepandemic trends in the 2021-22 school year (Kuhfeld & Lewis, 2022). Progress stalled in 2022-23 when growth in nearly all grades fell short of prepandemic trends (Lewis & Kuhfeld, 2023). In this analysis, the authors use 2023-24 school year data to examine the current progress toward recovery. They examine test scores from approximately 7.7 million students currently in grades 3-8 in 22,400 public schools who have taken MAP Growth reading and math assessments since the onset of the pandemic. The "COVID sample" consists of six separate cohorts of students followed longitudinally across the last three school years. For instance, current fifth-graders are part of the grade 3-5 cohort; they measure this cohort's achievement across third grade in 2021-22, fourth grade in 2022-23, and fifth grade in 2023-24. The authors compared this COVID sample to a comparable group of 10 million students who tested in grades 3-8 in the pre-COVID school years of 2016-17 through 2018-19. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: ED657294 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 Subjects: – SubjectFull: COVID-19 Type: general – SubjectFull: Pandemics Type: general – SubjectFull: Achievement Gap Type: general – SubjectFull: Achievement Gains Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Reading Achievement Type: general – SubjectFull: Mathematics Achievement Type: general – SubjectFull: Educational Needs Type: general – SubjectFull: Racial Differences Type: general – SubjectFull: Ethnicity Type: general – SubjectFull: Age Differences Type: general – SubjectFull: Measures of Academic Progress Type: general Titles: – TitleFull: Recovery Still Elusive: 2023-24 Student Achievement Highlights Persistent Achievement Gaps and a Long Road Ahead. Brief Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: NWEA – PersonEntity: Name: NameFull: Karyn Lewis – PersonEntity: Name: NameFull: Megan Kuhfeld IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Type: published Y: 2024 Titles: – TitleFull: NWEA Type: main |
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