Research
This NWEA research brief analyzes post-pandemic academic recovery patterns across more than 9,000 U.S. schools, highlighting significant variation in both initial learning loss and subsequent gains. Drawing on MAP Growth assessment data from millions of students, the report identifies distinct recovery trajectories, including schools that avoided major declines and those that rebounded after substantial setbacks.
Findings show that while some schools have returned to pre-pandemic achievement levels, many continue to lag—particularly those serving higher-poverty and historically marginalized populations. The brief offers insights for education leaders on targeting supports, setting realistic recovery goals, and sustaining long-term academic improvement.
Findings show that while some schools have returned to pre-pandemic achievement levels, many continue to lag—particularly those serving higher-poverty and historically marginalized populations. The brief offers insights for education leaders on targeting supports, setting realistic recovery goals, and sustaining long-term academic improvement.
This Pathway2Careers report explores the importance of structured career exploration beginning in middle school. Drawing on national research and practical implementation examples, it outlines how early exposure to careers helps students develop self-awareness, connect academic learning to future pathways, and build essential planning skills.
The report offers evidence-informed strategies for embedding career exploration into middle school curricula, school counseling, and advisement systems to support equitable access to postsecondary and workforce opportunities.
The report offers evidence-informed strategies for embedding career exploration into middle school curricula, school counseling, and advisement systems to support equitable access to postsecondary and workforce opportunities.
This peer-reviewed article highlights the scale of pandemic-related setbacks among American K-12 schools and reaffirms tutoring as a proven strategy for accelerating learning, especially when delivered as high-impact tutoring that is frequent, targeted, and embedded in the school day.
Using research and real-world examples, the authors identify practical lessons for implementing and scaling tutoring programs and emphasize the value of tutoring as supplemental, small-group or one-to-one instruction aligned with classroom teaching. Framed as a public health approach, the findings connect improved academic outcomes to long-term student well-being.
Using research and real-world examples, the authors identify practical lessons for implementing and scaling tutoring programs and emphasize the value of tutoring as supplemental, small-group or one-to-one instruction aligned with classroom teaching. Framed as a public health approach, the findings connect improved academic outcomes to long-term student well-being.
This article breaks down what separates high-dosage tutoring from traditional tutoring and why it consistently produces stronger learning gains. Drawing on research from organizations including UVA, Brown’s Annenberg Institute, and Stanford’s National Student Support Accelerator, it identifies the core elements of effective tutoring: frequent sessions, small-group or one-to-one instruction, alignment with classroom content, and consistent use of trained tutors.
The article also highlights practical lessons for implementation, noting that high-dosage tutoring is most effective when embedded into the school day and treated as a core instructional strategy rather than an optional add-on. For districts seeking scalable, evidence-based interventions, it offers a clear framework for designing tutoring programs that deliver measurable impact.
The article also highlights practical lessons for implementation, noting that high-dosage tutoring is most effective when embedded into the school day and treated as a core instructional strategy rather than an optional add-on. For districts seeking scalable, evidence-based interventions, it offers a clear framework for designing tutoring programs that deliver measurable impact.
This technical report examines whether high-dosage tutoring can be scaled across diverse districts in ways that meaningfully accelerate learning. Drawing on decades of evidence, the report reinforces that tutoring is most effective when it is frequent, individualized, delivered during the school day, and aligned with core instruction—not treated as informal homework help.
Across 2022–23 implementation efforts in districts including Chicago Public Schools and Fulton County Schools, results suggest that in-school tutoring can generate large gains in math achievement (about two-thirds of a year of learning), while reading results are still emerging.
Across 2022–23 implementation efforts in districts including Chicago Public Schools and Fulton County Schools, results suggest that in-school tutoring can generate large gains in math achievement (about two-thirds of a year of learning), while reading results are still emerging.