A Comparison of Special Education Students' Triennial Norm-Referenced Academic Achievement Before and During COVID-19.

This article focuses on examining learning loss among special education students during the COVID-19 pandemic using norm-referenced tests (NRTs), specifically the Woodcock–Johnson IV Tests of Achievement (WJ IV ACH). Analyzing repeated triennial evaluations of 96 students across various disability categories, the study found significant declines in decoding, spelling, and math calculation skills compared to pre-pandemic proficiency expectations, while some reading and writing skills showed minimal change or slight improvement. The findings indicate that students with disabilities were already performing below normative peers before the pandemic and fell further behind during COVID-19, suggesting an exacerbation of existing achievement gaps. The study highlights the need for targeted, intensive interventions in math and literacy for special education students and calls for further research on long-term pandemic effects and varied impacts across disability types and demographics.