# Common Core MAP Mathematics: NWEA Recommendations for Transitioning Students from 2 5 to 6+

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2 Table 1 shows average scores across the two testing seasons, along with the average change in RIT score observed among students within each grade. In general, three broad patterns of summer loss were observed. Among students in the primary grades (K, 1, and 2), there were moderately large average changes (2-3 RIT points) between spring and the following fall, though the direction of change was not consistent for kindergartners versus first and second graders. For grade 5, there was a consistently large drop in RIT score (nearly 5 points, on average) between spring and fall. For all other grades, the magnitude of change in mathematics scores during the summer was relatively small (about 1 RIT point or less). Table 1. Average RIT Score Change in Mathematics for all U.S. MAP/MPG Users from Spring to Fall of 2014 Grade in Spring Number of Students Average Spring RIT Average Fall RIT Average Change in RIT Score K 342, , , , , , , , , , , ,

4 Summer math loss among 5th grade students: associations with 2 5 to 6+ and Common Core transitions The next series of comparisons examined the extent to which the summer loss patterns observed in fifth graders were seen among all students, or whether they were seen primarily among high achievers. Table 3 shows summer loss among fifth/sixth graders, disaggregated by spring status norm achievement decile. For students receiving Common Core and non-common Core aligned versions of the tests, the summer loss patterns were systematically greater for high achievers than for lower achievers, but at every point in the achievement distribution, the summer loss issue was more pronounced (by about 1 2 RIT points) for the Common Core versions of the 2 5 test than for the non-common Core versions. Table 3. MAP Mathematics 2 5 to MAP 6+ Transition for Fifth Graders in 2012, 2013, and 2014 by Initial Achievement Decile Spring Status Decile Number of Students Average Spring RIT Average Fall RIT Non-Common Core MAP Test Events Average Change in RIT Score 0 35, , , , , , , , , , Common Core MAP Test Events 0 71, , , , , , , , , ,

5 Interpretation and Recommendations These analyses suggest that the transition between the 2 5 to 6+ versions of MAP Mathematics has always been associated with a small amount of summer loss between spring of fifth grade and fall of sixth grade. However, the implementation of Common Core MAP has made the issue more visible. This is likely due to the fact that there are larger differences between the content strands (and sub-strands) measured by the 2 5 and 6+ versions of the MAP Mathematics test under Common Core than were commonly seen before. Table 4 outlines the differences in goal areas measured by the Common Core versions of 2 5 and 6+ MAP Mathematics tests. Table 4. Content Strands and Sub-Strands of the Common Core MAP Mathematics Tests Goal Number Goal Name Sub-Goal 1 Sub-Goal 2 Sub-Goal 3 Mathematics 2 5 Test Mathematics 6+ Test Operations and Algebraic Thinking Numbers and Operations Measurement and Data 4 Geometry 1 2 Operations and Algebraic Thinking The Real and Complex Number Systems 3 Geometry 4 Statistics and Probability Represent and Solve Problems Understand Place Value, Counting and Cardinality Geometric Measurement and Problem Solving Reason with Shapes, Attributes, & Coordinate Plane Expressions and Equations Ratios and Proportional Relationships Geometric Measurement and Relationships Interpreting Categorical and Quantitative Data Analyze Patterns and Relationships Number and Operations in Base Ten Represent and Interpret Data Use Functions to Model Relationships Perform Operations Congruence, Similarity, Right Triangles, & Trigonometry Using Sampling and Probability to Make Decisions Number and Operations - Fractions Extend and Use Properties 5

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