# 2015 NWEA Measures of Academic Progress Normative Data

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3 The norms in the tables below have a very straightforward interpretation. For example, in the status norms for Reading, grade 2 students in the middle of the begin-year period had a mean score of and a standard deviation of To get a sense of how much dispersion there was, the SD 15.5 can be subtracted from the mean and added to the mean to produce a range of about Since the norms are based on the bell curve, we know that 68% of all scores are expected to fall between in this range READING Student Status Norms 2015 MATHEMATICS Student Status Norms Begin- Mid- End- Begin- Mid- End- K K LANGUAGE USAGE Student Status Norms 2015 GENERAL SCIENCE Student Status Norms Begin- Mid- End- Begin- Mid- End Partnering to Help All Kids Learn NWEA.org NW Everett St., Portland, OR 97209

4 Growth norms developed for the 2015 RIT Scale Norms Study reflect the common observation that the rate of academic growth is related to the student s starting status on the measurement scale; typically, students starting out at a lower level tend to grow more. The growth norm tables below show mean growth when the mean grade level status score is used as the starting score. In each case, the starting score is treated as a factor predicting growth. If a particular student s starting score was below the grade level status mean, the growth mean is typically higher. Similarly, students with starting scores above the grade level mean would typically show less growth on average. This procedure, coupled with the inclusion of instructional days in computing the norms, results in a highly flexible and better contextualized reference for understanding MAP RIT scores READING Student Growth Norms 2015 MATHEMATICS Student Growth Norms Mid-to-End Mid-to-End K K LANGUAGE USAGE Student Growth Norms 2015 GENERAL SCIENCE Student Growth Norms Mid-to-End Mid-to-End Partnering to Help All Kids Learn NWEA.org NW Everett St., Portland, OR 97209

5 Using school norms: Just as references to performance at the student level are important, school-level references can provide important insights. Because student-level norms are inappropriate for understanding the performance and progress of groups of students such as students from a specific grade level the 2015 RIT Scale Norms Study includes norms for schools in addition to student norms for status and growth. School-level norms provide references for comparing how grade levels of students within a school compare, as a group, to: the same grade level of students in another specific school the same grade level of students in public schools across the U.S. This allows school and district administrators to use school-level norms to monitor school performance over time, and to compare schools performance within the district. The tables below contain school norms for growth. The important difference between student and school growth is in the SD (standard deviation) columns. As the tables show, the growth of students at any grade level is understandably more muted than the growth of the individual students READING School Growth Norms 2015 MATHEMATICS School Growth Norms Mid-to-End Mid-to-End K K LANGUAGE USAGE School Growth Norms 2015 GENERAL SCIENCE School Growth Norms Mid-to-End Mid-to-End Partnering to Help All Kids Learn NWEA.org NW Everett St., Portland, OR 97209

6 MAP RIT Scale Norms Study Design/Method: Comparing 2015 to 2011 Design/Method Benefit to Norms Results and Reports Time span 5 terms, Spring Fall terms, Fall Spring 2014 Improves results Uses more data for curve fitting Instructional time High % of generic calendars Lower % of generic calendars Improves results Uses better measures of instructional time Growth Model Regular polynomial Additive polynomial Improves results Reduces seasonal bias Weights School Challenge Index 1.0 School Challenge Index 2.0 Improves results Better-recognizes demographic differences between states Growth Terms Spring-Spring, Fall-Fall, Fall-Spring, Fall-Winter Winter-Winter, Fall-Fall, Spring-Spring, Fall-Winter, Fall-Spring, Winter-Spring Increases reports utility Adds new term-toterm comparisons Student and School Norms in the Same Study Separate Studies Same Study Increases reports utility Appropriately supports student and school gradelevel comparisons Thum & Hauser, 2015 Student and School RIT Norms Research Update 1; 4/9/2015 Northwest Evaluation Association MAP and Measures of Academic Progress are registered trademarks and Northwest Evaluation Association and NWEA are trademarks of Northwest Evaluation Association in the U.S. and other countries. The names of other companies and their products mentioned in this paper are the trademarks of their respective owners. 6 Partnering to Help All Kids Learn NWEA.org NW Everett St., Portland, OR MAPXX_MKTG August 2015

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