Northwest Evaluation Association™ (NWEA™) partners with universities and foundations to advance academic research that supports student learning. Our collaborations produce results that educators and policy makers rely on to help advance achievement for all teachers, schools, and students.
NWEA is working with researchers from Stanford University and Harvard University to study achievement gaps. These research investigations use an anonymized longitudinal dataset to look at multiple ways of representing achievement gaps. Studies will be published in peer-reviewed journals, on academic websites, and/or presented at various conferences.
The Multnomah County Partnership for Education Research is a multi-year collaboration that brings together public school districts in the Portland, Oregon area, NWEA researchers, and University of Portland School of Education faculty and doctoral students to conduct meaningful research in the areas of educational outcomes and best practices.
NWEA researchers are collaborating with University of Delaware researchers on a Spencer Foundation-funded project that investigates how schools use interim assessment data to leverage school-wide improvement, as well as how their capacity to use data develops. This research will inform current discussions about data-based educational reforms.
NWEA is supporting the University of Connecticut’s Project SPARK (Supporting and Promoting Advanced Readiness in Kids), a scaled-up version of the Young Scholars Model, as an approach to increasing representation of diverse student groups in gifted programs and supporting achievement among these students. The researchers will assess the project’s influence in promoting both achievement and identification for gifted programming, specifically focusing on students from underrepresented minorities, students from low-income families, and students who are English Language Learners. This five-year project is funded by the U.S. Department of Education Jacob K. Javits Gifted and Talented Students Education Program Grant.
NWEA researchers are partnering with the University of Notre Dame’s Center for STEM Education and its participating school districts in the ongoing effort to increase student interest and learning in STEM (science, technology, engineering, and mathematics) disciplines. Over the next five years, the researchers will use of Measures of Academic Progress® (MAP®) assessments, along with professional development trainings and research reports, to evaluate and study the impact of the Trustey Family STEM Teaching Fellows program on teachers and students.
NWEA is supporting a University of Notre Dame psychology project that explores the effects of a training regimen that can target and enhance both the attention and memory components of working memory. This two-year project is funded by an Institute of Education Sciences (IES) grant.
Led by Education Northwest, NWEA is supporting an Alaska Targeted Resource Evaluation to conduct various longitudinal analyses.
NWEA is supporting researchers from who use multilevel modeling to assess achievement gaps among the highest levels of achievement over time and study how those gaps change as a function of a range of student-, school-, and state-level variables.
NWEA is partnering with Boulder Language Technologies to conduct a research study to examine the effectiveness of My Science Tutor (MyST), an intelligent tutoring system designed to improve science learning by third-, fourth-, and fifth-grade students through natural spoken dialogs with a virtual science tutor in an interactive multimedia environment. This project is supported by an Institute of Education Sciences (IES) replication study.
Funded by the Spencer Foundation, researchers from North Carolina State examined the impact of summer setback on school accountability. Using the NWEA data that contains both fall and spring standardized test scores, the researchers estimated a variety of commonly used performance measures (e.g., value-add, SGPs) generated from a spring-to-spring (cross-year) and fall-to-spring (within-year) student achievement growth.
NWEA researchers partnered with The Walton Family Foundation on several projects to investigate the feasibility of linking schools’ state assessment results across states to the NWEA scale in order to permit cross-state comparisons of schools.
NWEA partnered with the Thomas B. Fordham Institute to explore how the implementation of the No Child Left Behind Act varies from state to state. In the first collaboration, NWEA researchers and the Fordham Institute published a story of state achievement tests that examined the wide variations in the state proficiency cut scores. The follow up to that study was an analysis of how states’ definitions of Adequate Yearly Progress (AYP) result in wide variance of accountability results. The most recent collaboration between NWEA and Fordham was a groundbreaking analysis of the performance trends of individual high achievers in math and reading over time.
Researchers from the South Carolina Department of Education used NWEA data to evaluate Supplemental Educational Service Providers. South Carolina’s Education Oversight Committee has similarly used the data to conduct a study of school ratings methodologies.
Researchers at Vanderbilt University National Center on School Choice conducted extensive research using anonymized longitudinal NWEA datasets to investigate how school choice affects individuals, communities, and systems, and administered multiple surveys to teachers and principals at select NWEA schools of choice and their matched control schools. The purpose of the surveys was to learn whether administrative practices within the schools have an effect on student performance, and how individual teacher curriculum matches with state standards. In one study, Vanderbilt and the Wisconsin Center for Education Research collaborated to link data from MAP assessments in mathematics to data gathered about teacher classroom practice from the Surveys of Enacted Curriculum.
NWEA partnered with Clemson University’s Eugene T. Moore School of Education researchers to evaluate the effect of math and science professional development programs on student achievement.
NWEA provided student achievement data to researchers from the University Of Indianapolis Center Of Excellence in Leadership of Learning for a value-added analysis of charter school performance.
In 2005, Dr. Arthur Levine (former President of Teachers College of Columbia University) used NWEA data to examine the impact of teacher training on student learning. For this study, NWEA collected survey data from nearly 1,000 teachers across the nation, which was analyzed with corresponding student achievement data.