NWEA 2020 MAP Growth

NWEA 2020 MAP Growth

Achievement Status and Growth Norms

Tables for Students and Schools

Yeow Meng Thum

Megan Kuhfeld

April 2020

Suggested Citation:

Thum, Y. M., & Kuhfeld, M. (2020). NWEA 2020 MAP Growth Achievement Status and Growth Norms Tables for Students and

Schools. NWEA Research Report. Portland, OR: NWEA.

? 2020 NWEA. All rights reserved. No part of this document may be modified or further distributed without written permission from NWEA. NWEA and

MAP are registered trademarks, and MAP Growth is a trademark of NWEA in the US and in other countries.

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NWEA 2020 MAP Growth

Achievement Status and Growth Norms Tables

for Students and Schools

Yeow Meng Thum

Megan Kuhfeld

NWEA

Portland, Oregon

April 8, 2020

Contents

Achievement Status and Growth Norms

1

Appendix A - School and Student Status Norms

. . . . . . . . . . . . . . . . . . . . . . . . . . .

4

Appendix B - School and Student Growth Norms . . . . . . . . . . . . . . . . . . . . . . . . . . .

7

Appendix C - School and Student Status Percentiles . . . . . . . . . . . . . . . . . . . . . . . . . 16

Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Appendix D - Student and School Conditional Growth Distributions . . . . . . . . . . . . . . . . . 65

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Language Usage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Appendix E - Student and School Conditional Growth Percentiles . . . . . . . . . . . . . . . . . . 154

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242

Language Usage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399

i

Achievement Status and Growth Norms

Tables for Students and Schools

TM

The purpose of this document is to present the new 2020 NWEA MAP Growth R achievement status and

growth norms tables for students and schools. The full norms report will be available in Summer 2020.

MAP Growth norms provide comparative information about achievement and growth from carefully defined

reference populations, allowing educators to compare achievement status, and changes in achievement

status (growth) between test occasions, with students attending the same grade at comparable instructional stages of the school year. For achievement status norms, a student��s Rasch Unit (RIT) score is

associated with a percentile that shows how well the student performed on a test compared to student

peers in the norming group. The relative evaluation of a student��s growth from one period to another (e.g.,

from fall to spring) is provided by growth norms.

MAP Growth norms are distinctive in several ways. For most educational assessments, students are

examined in a single test administration throughout the school year. Achievement norms produced from

these types of assessments enable educators to evaluate the relative standing of students for a given

population for each corresponding test administration by grade and academic content area. These norms

have three basic properties. First, they presume that students are maximally engaged when they take their

tests and that their results are all uniformly valid. Failure of this assumption generally underestimates how

well students actually performed. Second, normative comparisons in such a setting are demonstrably fair

because testing all students at the same instance and under standardized conditions results in an accurate

reflection of how well each student performed given the same level of instructional input. Third, norms

tables for such assessments typically consist of a finite, and usually small, number of score-to-percentile

tables specific to content area and grade.

In contrast, the target population for the MAP Growth norms does not assume that students are all maximally engaged at testing. Only test scores of test-engaged students attending a U.S. public school from

Fall 2015 through Spring 2018 are employed. Next, NWEA partners administer MAP Growth assessments

without a fixed, common testing date for all students. For example, a significant proportion of tests administered during spring testing are distributed over a five-week period between April and May each year. As

a result, students who tested during the same school term do not typically possess the same level of instructional exposure when they take MAP Growth, and their results cannot be compared directly with one

another. This implies that a fair normative comparison of students on their MAP Growth scores requires

calibrating a measure of instructional input that addresses the variation in partners testing schedules.

MAP Growth norms may then be constructed that reflect performance commensurate with the student��s

instructional exposure based on the date of her test and the unique testing schedule of the district. When

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