References
- Afflerbach, P. (2005). National reading conference policy brief: High stakes testing and reading assessment. Journal of Literacy Research, 37(2), 151–162. https://doi.org/10.1207/s15548430jlr3702_2
- Azevedo, J. P., Montoya, S. (2021, March). Building back better after COVID-19: The importance of tracking learning inequality. Data for Sustainable Development. https://sdg.uis.unesco.org/2021/03/24/building-back-better-after-covid-19-the-importance-of-tracking-learning-inequality/
- Burnham, K. (2020, July). Five culturally responsive teaching strategies [Blog]. Northeastern University Graduate Programs. https://www.northeastern.edu/graduate/blog/culturally-responsive-teaching-strategies/
- Children’s Defense Fund Freedom Schools. (2022a). CDF Freedom Schools program overview. https://www.childrensdefense.org/programs/cdf-freedom-schools/
- Children’s Defense Fund Freedom Schools. (2022b). CDF Freedom Schools training manual.
- Children’s Defense Fund Freedom Schools. (2022c). Positive impact of the CDF Freedom Schools® program and related scholarly research. https://www.childrensdefense.org/programs/cdf-freedom-schools/our-impact/
- Children’s Defense Fund Freedom Schools. (2022d). CDF Freedom Schools® program overview. https://www.childrensdefense.org/proctor_sessions/cdf-freedom-schools-program/?gclid=Cj0KCQjw–2aBhD5ARIsALiRlwD9TaLpJhvJgh9iD4zu3iPs-73ck0fYw2ZjorSyFL8aFWLrGfuJ-i4aAkEDEALw_wcB
- Dorn, E., Hancock, B., Saraikistan’s, J., Virile, E. (2020, June). COVID-19-19-19 and student learning in the United States: The hurt could last a lifetime. https://www.mckinsey.com/industries/education/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime
- Howard, T. (2020, November). Seven culturally responsive teaching strategies and instructional practices [Blog]. HMT Social Studies. https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices
- Huong, L. T., Na-Jatturas, T. (2020, May). The COVID-19 induced learning loss – What is it and how it can be mitigated? The Education and Development Forum. https://www.ukfiet.org/2020/the-covid-19-induced-learning-loss-what-is-it-and-how-it-can-be-mitigated/
- Johns, J. L. (2011). Basic reading inventory: Pre-primer through grade twelve and early literacy assessments. Kendall Hunt.
- Kuhfield, M., Soland, J., Lewis, K., Morton, E. (2022, March). The pandemic has had devastating impacts on learning. What will it take to help students catch up? [Blog]. https://www.brookings.edu/blog/brown-center-chalkboard/2022/03/03/the-pandemic-hashad-devastating-impacts-on-learning-what-will-it-take-to-help-students-catch-up/
- Meckler, L. (2022, October). Scores fall coast-to-coast, especially in math, under pandemic’s toll. The Washington Post. https://www.washingtonpost.com/education/2022/10/24/pandemic-learning-loss-naep-tests/
- United Negro College Fund. (2022). K-12 disparity facts and statistics. https://uncf.org/pages/k-12-disparity-facts-and-stats
- UNESCO. (2022). Leading SDG 4 – education 2030: Coordinating the work to reach the ten targets of the sustainable development goal for education. https://www.unesco.org/en/education/education2030-sdg4
- The World Bank. (2021, April). What is learning poverty? [Report brief]. https://www.worldbank.org/en/topic/education/brief/what-is-learning-poverty
- The World Bank. (2022, June). 70% of 10-year-olds now in learning poverty, unable to read and understand a simple text [Press release]. https://www.worldbank.org/en/news/press-release/2022/06/23/70-of-10-year-olds-now-in-learning-poverty-unable-to-read-and-understand-a-simple-text
- Walpole, S., & McKenna, M. C. (2006). The role of informal reading inventories in assessing word recognition. The Reading Teacher, 59(6), 592–594. https://doi.org/10.1598/RT.59.6.10