No Longer a Prediction: What New Data Tell Us
About the Effects of 2020 Learning Disruptions
As all educators can attest, the COVID-19 pandemic has affected many facets of instruction and learning. The extent to which these interruptions impacted learning was not previously known—until now.
Researchers from Illuminate Education compared fall 2020 screening data to results from over one million fall FastBridge screening administrations going back to fall 2016, to reveal substantial math losses and modest reading losses as a result of COVID-19 disruptions.
Download the report now to review our findings and recommendations for achieving catch-up growth.
About the Authors
John Bielinski, Ph.D., Sr. Dir. of Research & Development, Illuminate Education
Dr. Bielinski is an educational researcher and test developer with expertise in differential item functioning, growth modeling, and diagnostic math assessment. For the past seven years, John’s professional work focused on developing RtI/MTSS educational assessment systems and methodologies.
Rachel Brown, Ph.D., NCSP, Senior Academic Officer, Illuminate Education
Dr. Brown is a nationally certified school psychologist and a licensed psychologist and has consulted with numerous school districts to support RtI implementation. She was a faculty member at the University of Southern Maine from 2000-2016 and prior to obtaining her doctorate taught middle and high school history and special education for 10 years.
Kyle Wagner, Ph.D., NCSP, Research Associate, Illuminate Education
Dr. Wagner is a research associate at Illuminate Education. He has several years of experience as a school psychologist in Texas and Minnesota. He also has several publications and presentations on topics including psychometrics, curriculum-based measures, and academic intervention. Kyle is currently working with the FastBridge suite of products at Illuminate Education.