statewide impact on student learning assignment

• Twitter Channel
• Facebook Profile
• YouTube Channel
• Instagram Profile
• Linkedin Profile
• Pinterest Profile

Over the last year, students have learned to cope with significant uncertainty and navigated learning in new ways. With the support of committed educators, families, and caregivers, many students have embraced change and continued to learn new skills — from math to music — sometimes beyond what they learned in classrooms prior to the pandemic. But we also know the pandemic has intensified deep inequities and fortified barriers to learning that existed even before COVID-19.

As a result, students will have significant unfinished learning – lessons that students missed or didn’t master during COVID-19 – because of school closures and distance learning .  This is especially true for Black, Latino, and Native students and students from low-income backgrounds.  One estimate predicts 5-9 months of average unfinished learning , another  up to  12 months .

And while these are intimidating estimates, they are just that, estimates. To date, there has been no broad, non-biased statewide assessment of student learning to help us understand the scope of the issue and to identify which students, schools, and districts need additional resources.

To understand the scope of the COVID -19 crisis , states must collect accurate, objective, and comparable data that speaks to the quality of education in this moment, including data from statewide assessments. For parents, families, and the communities we serve, assessment data aligned to state-adopted standards shows how well schools are serving all students, while holding students to high expectations and preparing them for postsecondary education and the workforce.

Additionally, the American Rescue Plan Act  includes $125 billion to help school districts recover, but in order to utilize that money equitably, school leaders need more than estimates. They need to see the actual scope of the problem in order to allocate resources where they are most needed and  implement practices to accelerate student learning such as intensive tutoring or extended learning time  .

We know that the continuing COVID-19 health crisis has elevated the decisions state and district leaders make each day to protect the health of students and educators. And we believe, as many others do, that in administering assessments this year students and educators should not be going to physical school buildings solely for the purpose of taking a test. We are glad the U.S. Department of Education  has provided flexibility options  for states to be responsive to the reality of the pandemic while also gathering this critical assessment data.

It is also important that this data not be used in a manner that negatively impacts students, teachers, or schools/districts — in particular, that assessment results will not be used to justify withdrawing funding or other resources from a school. While statewide assessments can’t tell us everything we need to know, they are the only tool we have right now to compare the pandemic’s impact on student learning across schools, districts, and, most critically, across student groups. EdTrust is working alongside our civil rights partners to ensure that we are shining a light on deep inequities in order to pave a n equitable way forward.

NAEP Is Telling Us Again That It’s Past Time to Close Long-Standing Resource Gaps

Those who study educational disparities know that money matters in education. And it’s not just about how much money…

What’s the Big Deal with Statewide Assessments?

The school year is underway — and educators, leaders and advocates are looking for data to make the most…

2021 Assessments: The Former Education Commissioner’s Perspective

Statewide assessments are more than just a box-checking exercise—they’re critical tools for ensuring transparency and promoting equity. Yet the…

Joint Letter to U.S. Department of Education Regarding Flexibility for Annual Statewide Assessments

Acting Assistant Secretary Ian RosenblumU.S. Department of Education400 Maryland Avenue SWWashington, DC 20202Dear Acting Assistant Secretary Rosenblum:Thank y…

Why Parents, School Leaders, and Advocates Shouldn’t Underestimate the Power of Statewide Assessments

Over the last year, students have learned to cope with significant uncertainty and navigated learning in new ways. With…

Schools need standardized testing now more than ever

A year into the covid-19 pandemic, we are still only guessing about the true magnitude of the impact on…

We Need Data, Now More Than Ever

Virtual. Hybrid. In-person four days a week. Virtual. In-person four days a week. In-person five days a week. My…

Education Organizations Release Policy Considerations to Inform Equitable Change for Assessment and Accountability Systems

Education Organizations Release Policy Considerations to Inform Equitable Change for Assessment and Accountability SystemsReport from convenings of 100+ expert…

Give Me State Exams; I Have My Own Accountability for the Results

In 2018, Tindley Summit Academy, where I’m principal, jumped almost ten percentage points in proficiency rates in English/Language Arts…

Standardized tests aren’t the problem, it’s how we use them. Tests will tell us the extent of the damage of the last 12 months

U.S. Education Secretary Miguel Cardona is refusing to back down on a federal requirement that states administer standardized tests…

Why Assessments Matter for Latino Students

Last spring, when the COVID-19 pandemic shut down schools and the education system pivoted to distance learning, the U.S.…

Vital testing data can ensure students get support they need

Within a day after Seattle school buildings closed because of COVID-19 last year, the Urban League of Metropolitan Seattle…

2021 Assessments: The Researcher’s Perspective

Op-ed: why the prichard committee supports state assessments this spring.

We know a year into a global health pandemic, one which left our students and our teachers displaced and…

Statewide End-of-Year Assessments and Students Experiencing Homelessness: Thoughtful Action Needed to Ensure Participation and Prevent Setbacks

SchoolHouse Connection recognizes the value of statewide assessments as a tool for parents, communities, schools, and systems of education…

Q&A: Statewide Assessments – Why They Matter

Standardized tests can be frustrating for students and families. And during the COVID-19 pandemic, it may be that statewide…

Response From Civil Rights, Social Justice, Disability Rights, Immigration Policy, Business, and Education Organizations to the U.S. Department of Education’s Updated Guidance on Key ESSA Provisions in 2020–21

“We are pleased to see that the U.S. Department of Education will not consider blanket waivers of the critical…

Education in Mississippi: We need to rethink how we use state assessments

The week before Spring break in March 2020, I gave my special education students an informal reading and math…

Joint Letter to Dr. Miguel Cardona Urging Rejection of Waivers to Annual State-Wide Assessment Requirements for the 2020-21 School Year

Dr. Miguel CardonaUnited States Secretary of Education Nominee Dear Dr. Cardona,On behalf of the undersigned civil rights,…

Joint Letter from Civil Rights, Social Justice, Disability Rights, and Education Advocates Annual Assessments Are Imperative to Have Accurate Information

Ruth E. RyderDeputy Assistant SecretaryU.S. Department of Education, OESE400 Maryland Ave. SWWashington D.C. 20202-6244 Dear Deputy Assistant…

HOW TECHNOLOGY IMPACTS STUDENT ACHIEVEMENT IN THE CLASSROOM

The integration of technology in classrooms has become increasingly prevalent, presenting both opportunities and challenges for educators. This study examines the impact of technology on student performance and behavior, particularly in seventh and eighth-grade classrooms. The COVID-19 pandemic accelerated the shift to online learning, raising concerns about learning loss and disparities in access to technology. Using a needs-based assessment survey, this research investigates teachers' perceptions of technology's effects on student engagement, academic achievement, and retention of curriculum content. The study explores the positive and negative implications of technology use, as well as non-technological strategies employed by teachers to support student learning. Findings reveal that while technology offers benefits such as student-centered education and immediate feedback, it also poses challenges such as distractions and decreased engagement. The study underscores the importance of understanding how technology impacts student learning and behavior and provides insights for developing effective intervention strategies. By considering the perspectives of educators, this research contributes to the ongoing dialogue on technology integration in education and informs evidence-based practices for promoting student success in technology-rich classrooms.

Degree Type

• Master of Science
• Educational Studies

Campus location

Advisor/supervisor/committee chair, advisor/supervisor/committee co-chair, additional committee member 2, usage metrics.

• Secondary education

• Faculty Experts
• Events Calendar

Wisconsin Idea Database reveals UW–Madison’s positive impact across all 72 counties

Latest data from the Wisconsin Idea Database project show how UW–Madison provides educational opportunities, builds the workforce and economy in every county in the state. Photo: Jeff Miller

Key takeaways:

• To accomplish its educational and research missions, UW–Madison partners with more than 3,000 state businesses and organizations yearly, spending at least $360 million on goods, services and grants.
• The 16,700 Wisconsin-resident undergraduates at UW–Madison receive $103.8 million in institutional financial aid. Just over 14% receive financial aid that covers the full amount of tuition and fees.
• Nearly 184,000 UW–Madison alumni live in Wisconsin; 49,000 of them graduated within the last ten years.
• You can view county-level impact on the Wisconsin Idea Database website .

From urban Milwaukee to rural Washburn County, the University of Wisconsin–Madison is making a significant impact on Wisconsin students, communities and health care, according to the latest available data from the Wisconsin Idea Database project. The project, which highlights connections between UW–Madison and the State of Wisconsin, outlines county and statewide enrollment trends, alumni counts, community partnerships and projects, financial relationships and more.

“The Wisconsin Idea, UW–Madison’s tradition of influencing lives beyond campus, has been integral to the university’s culture and mission essentially since its founding,” notes Charles Hoslet, vice chancellor for university relations. “The database project demonstrates in fine detail how consistently the university fulfills that promise to people and communities across the state of Wisconsin in ways large and small.”

Here’s an overview of UW–Madison’s statewide impact. Data comes from the 2022-23 academic year unless otherwise specified.

Expanding access to higher education

As of fall 2023, there were at least 16,716 undergraduates from Wisconsin enrolled at UW–Madison. Of those students, just over 14% — or about 2,390 Wisconsin undergraduates — were receiving aid covering the full amount of tuition and fees through either Bucky’s Tuition Promise or the Badger Promise . Overall, the university awarded about $103.8 million in financial aid to Wisconsin resident undergraduates in 2022-23. More than 65% of all UW–Madison students who graduated in 2022-23 graduated debt-free.

UW–Madison is creating new ways for Wisconsin residents to access a world-class education. This past fall, the university began awarding aid under Bucky’s Pell Pathway , which covers the full financial need for Pell-eligible students, including tuition, housing, food and other expenses. Beginning in fall 2024, the Wisconsin Tribal Educational Promise program will guarantee scholarships and grants to meet the full in-state cost of attendance for Wisconsin residents who are pursuing their first undergraduate degree and are enrolled members of federally-recognized Wisconsin Indian tribes.

Overall, nearly 184,000 (183,927) UW–Madison alumni currently live in Wisconsin, in every county in the state. More than 49,000 of them, or 27% of all living alumni in the state, graduated within the last ten years.

According to the most recent First Destination Survey , 72 percent of undergraduates who graduated in the 2022-23 academic year received job offers before commencement. 100 percent of survey respondents had participated in internships, co-op experiences, employment or volunteer work during their time at UW–Madison. And 84 percent agreed that their education at UW–Madison prepared them for the next step in their career path.

Bolstering PK-12 education across the state

The School of Education is helping ensure a quality education for the state’s PK-12 students through the Wisconsin Teacher Pledge . UW–Madison teacher education students who pledge to work at a Wisconsin public or private school for three to four years after graduation are awarded the equivalent of in-state tuition and fees and any testing and licensing costs. This year, 354 teachers who participated in this program are teaching in classrooms across 88 Wisconsin public school districts and 14 private schools. As of spring 2024, 773 students had taken the Teacher Pledge.

Training the state’s future healthcare professionals

UW–Madison partners with more than 500 healthcare facilities around the state to provide critical on-the-job training to UW–Madison medical, nursing and pharmacy students. This total includes statewide and regional healthcare systems and retail pharmacies, non-profit and public sector institutions of all sizes, small hometown businesses and clinics and everything in between.

Many graduates stay in state and continue to provide high-quality care. As of October 2023, more than 18,700 alumni of UW–Madison’s School of Medicine and Public Health, School of Nursing and School of Pharmacy live in Wisconsin — in all 72 counties.

Building Wisconsin’s economy

Between July 2022 and June 2023, UW–Madison partnered with 3,100 Wisconsin businesses, individuals and organizations, paying out more than $360 million in contracts for goods and services and other contributions (such as grants). These transactions include everything from major ongoing vendor relationships to one-time purchases.

Employers from across Wisconsin seek out professional development opportunities at UW–Madison. During the 2022-23 fiscal year, employees at more than 650 Wisconsin businesses and organizations benefited from course offerings from Interdisciplinary Professional Programs (InterPro) , the UW–Madison College of Engineering’s advanced training center. In that same period, 236 state businesses sent employees to the Center for Professional and Executive Development in the Wisconsin School of Business.

UW–Madison remains central to advancing Wisconsin’s world-class dairy and cheese-making reputation. Thirty-seven different cheese manufacturers employ master cheesemakers , as certified by the Center for Dairy Research, at 45 Wisconsin facilities.

Local collaborations, research and outreach

The Wisconsin Idea Database website details hundreds of individual collaborations between UW–Madison and Wisconsin communities, including a report for each county .

For more than a century, the UW Division of Extension has supported local leaders and volunteers all over the state in focus areas that include agriculture, health and well-being, families and finances and natural resources. They work year-round with well over 2,000 distinct partners that serve anywhere from one to all 72 counties.

Badger Talks is a unique program that connects UW–Madison experts with local communities around the state, engaging Wisconsin residents on topics they care about. Between July 2022 and June 2023, Badger Talks facilitated 205 individual talks hosted around the state, in 45 counties and 93 cities, towns and villages, from Spooner to Beloit. 116 individual speakers hosted 162 in-person talks and 42 online, sharing the latest UW research at the local level. These free talks are initiated by Wisconsin schools, businesses, associations, and professional and civic organizations, who can request a speaker online.

Another example is the UniverCity Year program, in which UW–Madison students and faculty partner with Wisconsin counties and local governments to help solve their real-world problems through coursework. Participating students get valuable experience and local communities benefit from their work. As of April 2024, UniverCity has partnered with 35 Wisconsin local governments, including 18 counties and 17 cities, towns and villages.

About the Wisconsin Idea Database project

The Wisconsin Idea Database project, managed by staff in UW–Madison’s Office of Strategic Communication, demonstrates the ways the university benefits every part of the state through career preparation, economic development, innovative partnerships and workforce development. It is part of a broader campus commitment to improving the lives of all Wisconsinites through world-class academics, research and service.

Subscribe to Wisconsin Ideas

Want more stories of the Wisconsin Idea in action? Sign-up for our monthly e-newsletter highlighting how Badgers are taking their education and research beyond the boundaries of the classroom to improve lives.

Tags: The Wisconsin Idea

You may also like…

Five years in, Bucky’s Tuition Promise is building a legacy of affordability across Wisconsin

UW–Madison’s commitment to the state at the heart of new campaign

UW’s 5 hottest majors: Student demand, workforce trends drive enrollment gains

For news media.

Media contact:  Jason Gohlke, University Communications, [email protected] , 608-262-5680

404 Not found

• Live TV stream

Connecticut colleges working to narrow student-teacher diversity gap

Under the fluorescent lights of his small office, John-Paul Chaisson-Cardenas is working to reform the higher education system from within.

And on one recent morning, that work started with a lot of meetings. When a reporter visited his office, Chaisson-Cardenas was engaged in his typical routine, interfacing with faculty and staff across the numerous campuses of the Connecticut State Community College system.

Chaisson-Cardenas took over two years ago as the chief diversity officer for the state's network of community colleges. His background is in what he calls change management. He previously worked to diversify school systems in Washington state and Iowa.

Higher education is a place where you can find yourself, but it’s not a place where enough diverse faculty members find themselves today, he said.

“It’s not only about bringing people in, right? And that’s where we tend to fail as institutions," he said. "We recruit people of color, people with disabilities, but we don’t change the system.”

Community colleges in Connecticut have historically attracted more diverse student bodies than private institutions. At Gateway Community College in New Haven, federal data shows more than half of attendees are students of color. But only about a quarter of faculty members fall into that category.

Chaisson-Cardenas said part of his philosophy for making lasting change is getting people to rethink existing practices around recruiting and hiring, which sometimes produce only short-term gains.

“Connecticut is a very small state, right?" he said. "And sometimes, in general … Connecticut tends to lean on who I know to make hires. And that's exactly how we create systems that don’t respect diversity.”

Cristian Montanez said he chose community college because it’s an accessible pathway into higher education.

He currently attends Gateway Community College, and serves as vice president of the school’s student government association.

He says his Puerto Rican family emphasized how important it is to get an education.

“For me, my education is about learning how to be a person, more than I already know how to do it ... " he said. "I grew up in a family where my mom went back to community college when I was a kid, so education has kind of always represented a fundamental factor in being a person.”

Research shows that having diverse faculty makes students of color more comfortable, and more likely to stay in school and succeed beyond higher education.

Adjunct professor Sohair Omar says her own experience backs up that research. Omar is the interim director of institutional research and effectiveness at the Naugatuck campus of CT State.

“I had a student last semester who wanted to schedule time to go over a test," she said. "Prior to my class, he was a recent convert to Islam, and after the study session it was time for prayer and we prayed together, and I thought it was sweet, and I don't think he would have the opportunity with someone else. So it is really important that the students who we serve are also represented in the faculty.”

CT State is taking steps to bridge the student-teacher diversity gap. At the Manchester campus, the school offers a faculty fellowship program. And a statewide leadership academy aims to help young professionals of color become teachers.

Chaisson-Cardenas said changing faculty diversity numbers isn’t just about hiring. He’s also training current staff about why inclusion is important.

“We have to actually work with our faculty and staff so they understand that it’s not as easy as being kind," he said. "There’s actual skills that you have to do.”

Part of his goal is changing the philosophy within higher ed. And he’s making progress, one meeting at a time.

The Federal Register

The daily journal of the united states government, request access.

Due to aggressive automated scraping of FederalRegister.gov and eCFR.gov, programmatic access to these sites is limited to access to our extensive developer APIs.

If you are human user receiving this message, we can add your IP address to a set of IPs that can access FederalRegister.gov & eCFR.gov; complete the CAPTCHA (bot test) below and click "Request Access". This process will be necessary for each IP address you wish to access the site from, requests are valid for approximately one quarter (three months) after which the process may need to be repeated.

An official website of the United States government.

If you want to request a wider IP range, first request access for your current IP, and then use the "Site Feedback" button found in the lower left-hand side to make the request.