Despite the critical importance of early elementary education, formal measurement of student learning typically does not occur until third grade, when students begin participating in state assessments.
In a prior report, Hiroyuki Yamada, a researcher with Curriculum Associates, developed a measure of learning growth for early grades and explored trends in mathematics outcomes for a national sample of students who entered first grade in fall 2021.
Yamada found that a subset of schools included in the sample demonstrated significantly more learning growth than the average.
This report examines school-level variation in growth in Grades 1 and 2, building on the first report in the series.