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A “Lost Year” of Data?: What Disruptions From COVID-19 Mean for Education Research
As schools open this year, leaders may have more clarity on how they will assess student physical health than how they will assess student learning. Some have protocols for daily temperature checks, but are unclear whether annual student assessments in reading and math, for example, will be administered.

As a nation, we already have one “lost year” of comparable student performance data since schools were able to waive all spring standardized tests in the wake of COVID-19. Secretary DeVos recently signaled that states will not receive assessment waivers again this year, but given the uneven reaction by states, we can’t be sure we’ll have student achievement data by the end of this school year either.

This has obvious impacts for educators and policymakers, but it also affects the work of researchers, especially those dependent on annual assessment data to study if and how students benefit from the implementation of policies or programs. How can education research continue to offer meaningful and relevant information to policymakers and practitioners after the “lost year” of data?

Oct 5, 2020 02:00 PM in Eastern Time (US and Canada)

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