The impact of the COVID-19 pandemic on student achievement has been defined by some as the difference between student achievement during the pandemic and what achievement would have been if there had been no disruption to schooling. Beginning fall 2020, several interim assessment vendors have published studies attempting to quantify the effects on student learning in reading and mathematics precipitated by COVID-19 school disruptions. These studies include those done by NWEA using its MAP assessment, Curriculum Associates using i-Ready, Renaissance using STAR, and Amplify using DIBELS. We created this table to summarize the research questions, findings, and other characteristics of these studies.
