January 25, 2021

Assessment providers and education consultants have feared that the Covid-19 induced move to remote learning has caused a drop in student achievement. Initial findings from the fall of 2020 from a sample of 8,000 schools are in from the NWEA/MAP organization and have been discussed by the Brookings Institute. Here are the results:

Math scores drop. MAP math scores dropped 5% to 10% points in the fall of 2020 vs. the fall of 2019. One third of students moved down one quintile or more in math. Observers reason that this is because math learning tends to be sequential and parents may be less equipped to support their child’s math vs. reading learning.

Reading scores hold steady. MAP 2020 reading scores were similar to 2019 reading scores. The NWEA suggests that this is because parents are better able to support reading learning and that many students are reading on their own.

“Missing” students likely to underestimate learning loss. According to the NWEA, about 25% of students who took the 2019 MAP test did not take the 2020 MAP test — meaning that results from these “missing” students are not included in any of these MAP test results. These “missing” students are predominately minority and low income. Historical data shows that these students tend to score lower on the MAP test. Inclusion of these “missing” students could show a much steeper overall learning decline.

“Unknown” number of MAP tests were administered remotely. An “unknown” number of students took the test remotely (e.g., at home). Students taking the test remotely vs. in a normally proctored situation could have received assistance – and since the MAP test is untimed, assistance is easier to provide.