From the abstract: "Understanding how to measure the impact of math instruction is key to improving students overall math performance. This resource provides educators, school district leaders, researchers, and funders a curated list of ways to measure middle grades students' knowledge and enjoyment of math. It also includes a set of criteria that can be used to assess measure quality, as well as context-specific questions to help readers determine if a specific measure is a good fit for their unique circumstances. Mathematica and a panel of researchers in the field of math instruction and measurement originally developed the menu of measures ( including Star Math) for Bill & Melinda Gates grantees who are working to improve math outcomes for students in middle grades who are Black, Latino, and/or experiencing poverty."Citation: Bruch, J., Lai, I., & Munoz, V. S. (2021, February 28). Menu of measures: High-quality measures of middle years math student outcomes. Mathematica Policy Research.The Full Review is available online: <https://www.mathematica.org/-/media/publications/pdfs/education/2021/menu-of-measures-brief.pdf>.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: B. F. French. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: M. Harwell. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: T. Patelis. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: H. Lee. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: R. J. de Ayala. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: K. Quinn. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

"This research was commissioned by the Department for Education in 2020 to understand the progress pupils make in the 2020 to 2021 academic year and estimate the impact of the disruption to schooling as a result of the coronavirus (COVID-19) pandemic on that progress.The interim findings are based on more than 400,000 reading and maths assessments taken in the first half term of autumn 2020. The report is in 3 parts: -presentation of study sample sizes -examination of historical trends in assessments to develop an approach to measuring the impact on assessment scores of the disruption to schooling as a result of the coronavirus (COVID-19) pandemic -estimation of the average impact on reading and mathematics scores of the disruption to schooling as a result of the coronavirus (COVID-19) pandemic" The Full Report is available online: <https://assets.publishing.service.gov.uk/media/6239cbb1e90e07799a20bc0e/Understanding_progress_in_the_2020_21_academic_year_Interim_findings_Jan2021.pdf>.

FastBridge CBMreading Reading English has been rated highly by the National Center on Intensive Intervention (NCII) as academic progress monitoring assessment. The Full Review is available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

FastBridge earlyMath Grouping and Place Value has been rated highly by the National Center on Intensive Intervention (NCII) as academic progress monitoring assessment. The Full Review is available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

FastBridge Social, Academic, & Emotional Behavior Risk Screener (SAEBRS has been rated highly by the National Center on Intensive Intervention (NCII) as behavior screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/bscreening>.

FastBridge CBMmath Automaticity has been rated highly by the National Center on Intensive Intervention (NCII) as academic progress monitoring assessment. The Full Review is available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

How Kids Are Performing: Tracking the Impact of COVID-19 on Reading and Mathematics Achievement: Fall 2020 Edition is based on insights from millions of student assessments. The report explores key questions, including: 1. Did the pandemic have an impact on the reading and mathematics performance of students as they entered the 2020-2021 school year? 2. Is the impact of the pandemic reflected in growth outcomes? Were existing achievement gaps exacerbated? 3. Do the impacts on performance and growth vary by subgroup? 4. Can we interpret the pandemic's impacts in instructional terms? The report is available online: <https://docs.renaissance.com/R63289>.