New NWEA Study Points to Instructional Strategies Driving Academic Growth

PORTLAND, Ore.– K-12 assessment and research organization NWEA released today a new study that takes a deeper look into instructional practices driving high academic growth. Led by Dr. Chase Nordengren, principal research lead for Effective Instructional Strategies at NWEA, the study zoomed into two schools that have historically shown high growth for diverse populations of students, including through the pandemic. The findings highlight 10 instructional strategies that utilize small changes to teaching practices leading toward growth outcomes for students.

“We wanted to understand what makes these schools tick and how, year-over-year, they were able to produce higher-than-typical student growth, across each decile of student achievement,” said Nordengren, “One of the big takeaways is the way these schools balance meeting students where they are AND providing access to grade-level content they need to succeed.”

The two schools in the study are an elementary school and middle school in Schiller Park, Illinois, which reflect similar demographics to many schools across the country. Fifty-five percent of students in that district are non-white, 62% receive free or reduced-price lunches, 25% are identified as English language learners, and the district’s per pupil spending in 2021 was below the state average. Based on classroom observation and in-depth interviews with the school staff, 10 instructional strategies were identified as effective instruction that helps students grow, and fell into three main categories:…Read More

New Evidence for the Every Student Succeeds Act (ESSA) Rating Reiterates i-Ready® Instruction’s Impacton Driving Student Outcomes

NORTH BILLERICA, Mass.— A research study from Curriculum Associates recently received a Moderate (i.e., Tier 2) rating from Evidence for ESSA. The study demonstrated that students who used i-Ready Personalized Instruction gained significantly more points on the Massachusetts Comprehensive Assessment System (MCAS) in English Language Arts and Mathematics than those who did not use i-Ready Personalized Instruction.

Evidence for ESSA is intended to provide educators with reliable, easy-to-use information on programs and practices that meet the standards of evidence in the ESSA. This classification of Moderate by the organization, out of the Center for Research and Reform in Education at Johns Hopkins School of Education, demonstrates that i-Ready meets the standards of evidence in the ESSA as well as reinforces the validity of the program in driving significant positive student outcomes on rigorous state tests.

“Educators want—and need—to feel confident in the programs they are using to support their instruction and, in turn, student achievement,” said Dr. Kristen Huff, vice president of assessment and research at Curriculum Associates. “This latest third-party validation underscores the power of i-Ready Personalized Instruction and its ability to effectively support the teaching and learning process throughout the school year.”…Read More

3 new trends in student assessment

Key points:

The National Council on Measurement in Education’s (NCME) annual meeting has always offered an opportunity to learn about innovative research and new trends in student assessment. It is a chance to get hints of where the field is moving and what will be available to school districts, teachers, and students.

This year did not disappoint. There were three notable topics at the conference that signal new directions in assessment: through-year assessment, artificial intelligence and machine learning, and individualized assessment.…Read More

COVID learning loss likely to linger without intensive work

This story was originally published by Chalkbeat. Sign up for a free weekly newsletter to keep up with how public education is changing.

Just as COVID hit some communities much harder than others, schools across the U.S. suffered disparate academic losses in the wake of the pandemic.

But new research points to a surprising finding: Students within the same district seemed to experience similar academic setbacks, regardless of their background. In the average district, white and more affluent students lost about the same amount of ground in reading and math as Black and Hispanic students and students from low-income families.…Read More

4 tips for creating an elementary esports program

Key points:

  • Esports programs are inclusive and can lead to positive student outcomes
  • A simple approach with accessible, easy-to-use tools, is critical

Scholastic esports is rapidly growing, and many schools are starting to incorporate esports programs into their curriculum. The benefits of esports make a compelling case for creating a program: Research shows that students who participate in scholastic esports experience social and emotional benefits, increased academic achievement, and higher graduation rates.

These positive learning outcomes make esports popular in secondary grades, with both students and educators advocating for the addition and growth of scholastic esports in their middle and high schools. But esports isn’t just for the older kids, and starting an esports program in early elementary school can be an effective way to lay the groundwork for esports participation as students make their way into higher grade levels.…Read More

3 supports for educators implementing restorative justice practices

Educators are embracing restorative justice practices to facilitate safe and relational school environments and address inequities in school disciplinary practices. Research-based guidance offers insights on how to structurally support educators through restorative justice implementation, and there are resources for teachers and support staff as they integrate restorative practices into their roles.

Educators play an important role in restorative justice (RJ) implementation–they are often tasked with ensuring that RJ practices are implemented in classrooms, and they engage in many of the day-to-day interpersonal RJ practices. Because transitioning to RJ is a long and challenging process, it is necessary to provide educators with resources that can help them along the way. Without these broader systemic supports, it is possible that RJ programs may not be equipped to be successful in the long term.

With the need for systemic support for educators in mind, here are some ways to support educators in playing an active role in the development and implementation of RJ programs.…Read More

How did the pandemic impact students’ social capital?

Students’ access to opportunities in life largely depends on their access to diverse, supportive relationships. Now, updated Christensen Institute research illustrates the impact students’ connections and relationships have on their ability to achieve success in adulthood–and underscores the need for schools to track this data as they measure students’ progress.

The updated report augments ongoing research and provides education leaders with the tools, knowledge, and sample survey items to make important strides toward measuring students’ networks in more equitable, meaningful, and actionable ways.

Emerging research from other organizations has strengthened the need to understand just how important relationships and resources are to students, particularly as opportunity gaps grow even wider.…Read More

Instructional audio can boost confidence in the classroom

Ask me what technology I’d most like to see implemented in every single K–12 classroom and I’d say instructional audio. As a long-time audiologist, I’m admittedly biased. But research bears out the benefits and I’ve seen the results firsthand in my 27 years (and counting!) working in public schools.

Here are some of the ways we know instructional audio technology helps build students’ confidence and benefits all student groups—as well as a few suggestions on how to get started.

Amplifying students’ voices…Read More

Windsor Public Schools Transform Culture, Build Coherence Through High-Quality SEL Program

Charlotte N.C. – Aperture Education, the leading provider of research-based social and emotional learning (SEL) assessments for K-12 schools, and the Urban Assembly, an education nonprofit that advances the social and economic mobility of communities by improving public education, announced strong evidence of both positive student-to-student and student-to-teacher relationship building with Windsor (Connecticut) Public School’s thriving SEL program.

Over the last couple of years, Windsor has made remarkable strides in its implementation of SEL, as demonstrated by the compelling data trends. With keen attention to the SEL needs of its students, Windsor has shown an impressive uptick in the proportion of students exhibiting typical to strong SEL abilities. In just one academic year, Windsor witnessed a significant increase, with 84% of students now demonstrating positive SEL skills, up from the previous year’s 79%. Notably, 28% of students exhibit strength in SEL competencies, up from the initial 16%, a testimony to the effectiveness of the SEL interventions.

“I am immensely proud of the work being done by our teachers, SEL Specialists and support staff who are committed  to nurturing the social-emotional well-being of our students,” said Dr. Terrell Hill, Windsor Public Schools Superintendent. “Their dedication and commitment have played a pivotal role in achieving this growth in our students’ social-emotional learning competencies. Their passion for nurturing the holistic development of our students and their unwavering commitment to ensuring the success and well-being of our students is truly inspiring.”…Read More

NWEA to Explore New Science Experiences for Students on Roblox

PORTLAND, Ore.–  NWEA – a not-for-profit, research and educational services organization serving K-12 students – announced today its new initiative focused on collaborative and immersive education opportunities on  Roblox – a global platform bringing millions of people together through shared experiences. Utilizing a  Roblox Community Fund  grant, the organization will explore innovative ways to use 3D immersive experiences to engage students in the study of science and assess their achievements in the subject.

While assessments are vital in traditional coursework, the results only demonstrate one small piece of a larger puzzle of what students know and are capable of achieving. Current assessments often leave out non-academic skills like student-decision making or progress toward reaching a goal. This is especially true when exploring  Next Generation Science Standards.

“This collaboration allows us to explore science as a verb by looking at how students engage in solving science instead of science as a noun,” said Dr. Abby Andres, Vice President of the Future Impact and Growth team at NWEA. “We’re excited to create high quality science experiences that can lead to new (and richer) data, new measurement opportunities that are both academic and non-academic, and ultimately better insights for teachers.”…Read More