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Exploring the educational impacts of COVID-19 (State Dashboard)

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Exploring the educational impacts of COVID-19 (State Dashboard)

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How to use this report
Begin by selecting a state: Select one of the states available in the menu.
Note: Not all states are available. More states will be added on a rolling basis. We require a sufficient number of students tested before we include that data in the tool (approximately 20% of pre-K-8 grade public school students in a state).
Next, choose an analysis: Cross-Sectional Analysis - To view data on how student achievement in Fall 2020, Winter 2021, or Spring 2021 compared to students in the same grade in the previous year, please select "Cross-Sectional Analysis"

Use this filter to view students' academic achievement for Fall 2020, Winter 2021, or Spring 2021 terms compared to students' academic achievement in a prior term. For example, this filter can be used to explore how 3rd grade students who tested in Fall 2020 performed on MAP Growth assessments compared to 3rd graders who tested in Fall 2019.
Cohort Analysis - To view data on how student achievement in Fall 2020, Winter 2021, or Spring 2021 changed over time for the same group of students, please select "Cohort Analysis"
Use this filter to track student achievement for the same group of students over time. If Fall 2020 is selected, this filter can be used to track achievement for students who were in 3rd grade in Fall 2019, for example, through the start of 4th grade in Fall 2020. Likewise selecting Fall 2020 and Spring 2021 will show data for the same group of students who tested in Fall 2020 and again in Spring 2021.

For more information about this visualization, be sure to read our User Guide.

Don't see your state?

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Exploring the educational impacts of COVID-19 - NWEA

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Begin by selecting a state: Select one of the states available in the menu. Note: Not all states are available. More states will be added on a rolling basis. We require a sufficient number of students tested before we include that data in the tool (approximately 20% of pre-K-8 grade public school students in a state).

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Teach. Learn. Grow. | Voices of educators and experts

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A blog covering classroom tips, early learning, literacy, assessment, equity, SEL, and more.

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Resource: Webinars (Admins, Teachers, Coaches)

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Resource: Webinars (Admins, Teachers, Coaches)

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Explore our latest news, announcements and mentions.

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Transition students from MAP Growth K-2, 2-5 Guidance

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Transition students from MAP Growth K-2, 2-5 Guidance

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Macomb ISD Reading Consultants mtg 9.10.21

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General Reports Guiding Questions Document

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Report access depends on which MAP user roles were assigned to your account-see "Required Role" under each category.

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About the Class Profile Report Beta Release: The Class Profile Report released in August 2021 is classiifed as a "beta release," meaning that its full functionality has not yet been finalized.

During this initial release, our researchers, developers, and designers rely on insights from educators like you. If you believe that you have found anything abnormal while using the beta version of the Class Profile Report, we encourage you to provide feedback by clicking on the feedback tab that is shown at the bottom of the Class Profile Report.

The Class Profile report presents you with class-level and student-level testing results and information from MAP Growth. It's designed as an update to the Class report, consolidating MAP Growth data in a single interactive experience.

Print Resources:

In this topic, you'll find:

Let's Get Started!

Class Profile Report Video Tour (4 min.)

New to the Class Profile report? This video will give you a quick overview of what insights you can expect to gain from this powerful new tool.

Video transcript

Getting Started with the Class Profile Report

This annotated graphic will guide you through the main benefits of the Class Profile report (similar to the video above). Once you've accessed the report, use these numbered steps with corresponding links to get started!

Access the Report

To access the Class Profile report:

1. On the MAP Growth site (teach.mapnwea.org), select View Reports and choose MAP Growth Reports from the list.

2. On the Growth Reports screen, select Class Profile.

3. Select the data you want to see (varies by role):

1. Filter by school-level filters if desired (District Assessment Coordinators, School Assessment Coordinators, and Administrators only):

1. Select the down arrow symbol: at the top right of the report.

2. Make adjustments to any of the following drop-down lists that appear in the expanded menu bar: School, Term Rostered, Term Tested, and Instructor as needed to access your desired data.

2. Review your class-level filters: Class, Subject, Course, and Term, and adjust if needed (for all users).

User roles and data access

District Assessment Coordinator

Class-level data for their schools.

School Assessment Coordinator

Administrator

Instructor

Class-level data for the classes the instructor was rostered to in the current or previous academic year.

Note: Most filters are sorted either alphabetically (for name-based filters) or chronologically (for time-based filters). However, a few filters have different defaults:

Subject defaults to Math (similar to Student Profile), then Language Arts, then Science.

Course defaults are:

When Math is selected from Subject: Course defaults to "Math K-12." The remaining courses are alphabetical.

When Language Arts is selected from Subject: Course defaults to "Reading."

When Science is selected from Subject: Course defaults to "Science K-12." The remaining courses are alphabetical.

Choosing the correct report

The Class Profile report is designed to be a more intuitive and interactive update to the Class report, and can serve as a replacement for the Class report in most cases. However, there is still some data that can be found only in the Class report. The Comparison of Data and Features table lists some key differences between the two reports.

Comparison of data and features: Class Profile report and Class report

Review Achievement Details

Achievement refers to a student's performance in a given subject area. MAP Growth measures that performance using RIT scores, among other data points, which you'll see in the Class Profile report. To put that achievement data into context, MAP Growth reports also compare students' scores to national norms for other students in the same grade.

Achievement Percentiles: Performance compared to the national norms

Review the breakdown of your students across the different achievement percentiles to see how their performance compares to other students across the country.

Comparisons: Achievement by grade level

For classes with students in multiple grades, review the average RIT score and median percentile for students at each grade level.

Fewer than 10 students in a grade: If you have fewer than 10 students within a grade, the averages and medians in the Comparisons section may not provide useful data because the sample size is small. Instead, we recommend using the Student Details section to learn about your students' individual achievement measures.

Student Details: Individual student achievement details

The Student Details section includes all students rostered in the class you selected, regardless of whether they have test results. Student achievement results are grouped by which tests the students took.

Student Achievement

Achievement is reported using the following measures:

Percentile (RIT compared to grade-level norms)

RIT score on the test overall

Lexile (for reading only)

Quantile (for certain math tests only)

RIT scores for specific instructional areas

Interacting with Student Details data

Students With No Test Results

Students who are rostered in the class you selected will appear on the Class Profile report, regardless of whether they have test results. Students without test results will be listed at the bottom of the report. If you're unsure why certain students are lacking data, refer to the Class Profile Troubleshooting Guide.

Review Test Details

For an overview of which tests your class took, as well as other test event data that can help you to interpret your class's achievement results, select the TEST DETAILS tab.

➊

Find your class's testing statuses in the TEST DETAILS section.

➋

Learn how many students in your class took each test in the What Tests Were Taken? section.

➌

Identify which specific students have each test status or have taken each test in the Student Details section.

Test Details: Testing statuses for students

The Test Details section displays the testing status of all students using the following possible statuses:

Completed tests

These students have completed tests and have not exceeded the Rapid-Guessing Percentage threshold of 30%.

Completed but retest is recommended

These students have completed tests but have exceeded the Rapid-Guessing Percentage threshold of 30%. We recommend retesting these students so that you may collect more accurate data. Here are some resources about increasing engagement.

No score available or No test results

These students have either:

For more details about invalid tests, refer to this page.

What Tests Were Taken?

This section lists the MAP Growth tests taken by your class.

Student Details: Individual student achievement details

The Student Details section of the Test Details tab includes all students rostered in the class you selected, regardless of whether they have test results. They are arranged alphabetically by default.

Achievement

Achievement data in the Test Details tab is the same data in the Achievement Details tab, except it does not include scores in specific instructional areas. The Achievement data includes:

Test Details

Standard Error of Measure (SEM)

Estimates the accuracy of your student's test results. The closer it is to zero, the more precise your student's test results may be. Typical SEM values for the MAP Growth range from 2.8 to 3.5, although the assessment is considered valid up to an SEM of 5.5.

Test duration

Indicates the amount of time your student took to complete their test. Typical test duration varies depending on the test assigned.

Rapid-Guessing Percentage

An answer is flagged as a rapid guess if the student answers significantly faster than the determined average response time for the test question, to the point where it is impossible that they've read the question with enough time to consider their answer. NWEA has determined that any student who has guessed 30% of the time or more will be flagged as recommended for retesting, as their test results will not accurately represent their achievement.

Test Taken

Indicates the MAP Growth test each student was assigned and has completed. Dashes will appear in this column if no test was taken or there's no score available.

Test Date

Indicates the date the test was taken.

Interacting with Student Details data

Export or Print Your Data

There are two different formats for exporting your data: PDF or CSV. (Note that although the button is called Print PDF, you also have the option to save a PDF file to your computer without printing).

Recommended: If you'd like to share a polished, print-ready summary of data with caregivers or colleagues, we recommend using the PDF option. If you or a colleague would like to sort or reorganize your class's data in a data processing tool like Excel or Google Sheets, we recommend using the CSV option.

Example of CSV file and PDF file downloaded from the Class Profile report:

Differences between PDF and CSV options

Interactivity and editability

Static, uneditable data

Interactive, editable data

Data included

Includes only Achievement Details tab data or Test Details tab data, depending on which tab is displaying when you export

Includes both Achievement Details and Test Details data in a single document

Appearance

Polished graphics, similar to the Class Profile report interface

Raw text and numbers in an unformatted spreadsheet file

Printing

Optimized for printing

Printing not recommended

Export or print a PDF

1. Navigate to the tab with the data you would like to export - either Achievement Details or Test Details.

2. Select the Print PDF button, or use your browser's built-in print function.

3. Either print or save your PDF file, following your system dialog boxes.

4. Repeat the process if you would like to export or print a PDF of the other tab.

Export a CSV

1. From either tab, select the Download CSV button. The CSV file always includes all Achievement Details and Test Details data.

2. Follow your system dialog to save the file.

Next Steps and Applying Insights

Learn more about individual student results

After exploring overall class data in the Class Profile report, you may want to review detailed student-level information in the Student Profile report. Access the Student Profile report for any student listed in the Class Profile report by simply clicking on their name.

Retest as needed

You may have identified students who need to be retested, based on their rapid guessing percentages, SEMs, or other factors. Here's some guidance on the retesting process.

Apply your insights to instruction

As you start to interact with your class data, consider how you new insights may inform your instruction. You may start thinking about questions like:

What is the range of RIT scores for these students?

Do you have students with scores well below or well above the others in the class? How might this influence how you plan for instruction?

How might you develop flexible learning groups to help provide more tailored instruction?

Explore NWEA resources

Teach. Learn. Grow. education blog: Our blog for educators has plenty of resources that can help you take the next steps with your class data. You can browse topics like creating flexible instructional groups, providing scaffolding, and more!

Professional Learning: NWEA offers additional Professional Learning opportunities for educators to increase their assessment literacy and strengthen their teaching practices. Check with your school to find out if you have access!

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About the Class Profile Report Beta Release: The Class Profile Report released in August 2021 is classiifed as a "beta release," meaning that its full functionality has not yet been finalized. During this initial release, our researchers, developers, and designers rely on insights from educators like you.

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Top 5 Benefits

Basic Usage

As you get started, follow these tips.

Browser recommendation-Avoid using Internet Explorer and Safari 8, because of slow performance. Chrome performs the best. If needed, try clicking refresh: .

Prerequisite - Your school or district should have correctly set the Weeks of Instruction between testing, under MAP preferences. This setting specifies the average amount of instruction your students received, so it determines how they align to students in the NWEA norms study.

Quick Access - To jump straight to a specific student, open View Reports > MAP Reports, and use the Student Quick Search.

View Prior Test Data - You can choose prior terms from the menu at top:

The default- Most Recent-means the most recent term with test data, which could differ for each subject. To alert you when the most recent score comes from a prior term, an asterisk appears next to the subject score.

Change Student, Class, or Term Rostered - There are various ways to switch to a different student:

Percentile colors - Wherever you see color coding, it indicates the percentile (a percentage-based ranking) of the achievement your student reached. It compares your student to students in the NWEA norms study from the same grade and with the same weeks of instruction between testing (as specified in your MAP preferences).

Give Feedback - Is anything unclear? Do you wish for another feature? Click the Feedback button near the bottom of the Student Profile.

Note: If you close (X) the Feedback button, it disappears temporarily on your particular computer. It reappears in 24 hours.

Printing

For parent conferences and other meetings, you can quickly prepare printed reports for all students or a selection. While viewing any student in the Student Profile report, click Print and Share, and then Batch PDF:

There are many choices you can explore, including which students to print:

Caution: Under Pages, the Instructional Areas option uses a large amount of paper. For each student, it prints all of the "ready to DEVELOP" learning statements in all areas.

Subject Scores

The overall RIT score appears in each subject tab, along with important test details to qualify this test result:

Standard Error and Possible range -Shows an estimate of the measurement precision. If retested soon after, the student's score would be within this range most of the time.

Minutes- Total of the minutes a student took on each completed test question (excludes any test interruptions). For a comparison of typical test times, see Average Test Durations.

Percentage and Impact of Disengaged Responses -A response is disengaged when a student rapidly guesses faster than it takes to actually view the whole question, and well below the average response time measured by NWEA for each test question. If N/A appears, it means no rapid guessing was detected for that test.

The Estimated Impact shows how many RIT points higher the student might have scored. For example, with a RIT score of 210 and an Estimated Impact of -3, it means the student might have scored 213 if fully engaged during testing.

Test Invalidation Change - Beginning November 2018 and lasting until the end of winter term, tests will no longer become invalid due to excessive disengagement. This temporary change reverses the rule used during fall testing: tests became invalid when a student rapidly guessed through 30% or more of the questions. This invalidation rule is scheduled to return in the spring, along with more features to keep track of invalidation. Until then, disengaged responses will only trigger alerts and show on reports (including the Grade Breakdown report, starting November 12). See also: Frequently Asked Questions.

Highlight Recommendations

In the Highlights section, you can review a summary and recommendations for the most recent test results (if needed, change the Term to Most Recent):

This information also appears in the printed report as part of the profile overview page.

Comparisons

The Comparisons section enables you to put the MAP Growth score into a meaningful context. You can connect the student's score with other measures to answer various questions:

How well is my student growing?

How will my student perform on state or college exams?

What reading level does my student need?

To see the full view, click the expansion arrows:

Growth Examples

Consider a student who does well in math, but not reading. There could be more to the story when you compare the Achievement to Growth.

High Growth -Although the student's reading Achievement score was below average for reading, you could offer encouragement by focusing on the above-average growth shown. With continued growth, this student can catch up with peers.

Low Growth -After congratulating this student on a great Achievement score for math, you could ask about the below-average growth and suggest more challenges to keep the student growing to potential.

Growth Details

For a closer look into growth calculations, refer to the following measurements in the expanded view:

Conditional Growth Index-This statistic underlies the Growth Percentile (see the following explanation video). It relates your student's growth with the growth patterns of matching peers within the NWEA norms study (same grade, starting RIT score, and Weeks of Instruction before testing). In addition, this measurement involves a conditioning process that incorporates how difficult it was for each student to grow.

A value of zero (0) corresponds to the mean (typical) growth, indicating that growth exactly matched projections. Values above zero indicate growth that exceeded projections, and values below zero indicate growth below projections.

Projected Growth -Shows the number of RIT points your student was expected to grow between the Comparison Period, based on the growth of matching peers in the NWEA norms study.

Observed Growth -Shows the actual RIT point difference between the start and end term of the Comparison Period. Comparing Observed and Projected Growth provides a simple confirmation of the other growth insights.

Conditional Growth Explanation

Projection Details

The projections for state and college exams have some qualifications:

There are no projections available from summer test results.

Which state and college projections appear depends on the state alignment that your district selected during MAP implementation.

If your state does not have a specific NWEA linking study, generic projections developed by NWEA appear on the report.

Depending on the state, projections could be limited to certain subjects (typically reading and math) and certain grades (typically 2 through 8).
College readiness projections are limited to grades 5 through 9 (SAT) and 10 (SAT).

To make projections, the report follows these steps:

Uses NWEA norms to estimate growth to the term when the state or college assessment typically occurs.

Uses the NWEA linking study to correlate that projected RIT score to an estimated proficiency.

ACT College Readiness-The "On Track 24" projection is the highest benchmark. It is based on a more stringent ACT cut score of 24, instead of 22.

Readability Measures

The Lexile ® and Flesch-Kincaid measures are estimates based on your student's RIT score. Use either measure to choose appropriate reading material:

Lexile scale-Reflects word frequency (semantics) and sentence length. Find books at Lexile.com. Lexile®is a trademark of MetaMetrics, Inc.

Flesch-Kincaid Grade Level-Reflects word and sentence length as a proxy for text complexity. If you have Microsoft Word ®, you can paste text that you copied from a Website, and use the built-in readability statistics to check the Flesch-Kincaid Grade Level.

Instructional Areas and Learning Paths

In the Instructional Areas section, you can see the component parts of the assessment, and then get details you need to develop a personalized learning path for your student. Lower scores appear near the top, so you can suggest where to focus efforts, and higher scores appear near the bottom, so you can celebrate your student's strengths.

Note: Also known as "goal performance scores" elsewhere in MAP, these scores appear on existing reports, such as: Class, Student Progress, Grade, Achievement Status and Growth, and others. Key differences:

Range of scores-Instead of a range representing the Standard Error, only the middle score of that range appears here. However, you can see the +/- Standard Error when you click an instructional area to open the details.

Low / High percentiles-Instead of comparing scores to NWEA norms, the scores are compared to the overall score and, in some cases, designated "Area of Focus" or "Relative Strength."

About Suggested Area of Focus / Relative Strength

You may see some areas labeled Relative Strength or Suggested Area of Focus. These labels help you pinpoint how the student performed relative to the subject overall. Here is how the report designates each area:

Tips for Personalized Learning Paths

Click any instructional area to see related learning statements and standards, which you can use to create a learning path for your student. (These are the same learning statements available from the .)

Note: The appearance of a learning statement does not necessarily mean your student received questions about that skill or concept. However, statistically a student's RIT score does predict the applicability of learning statements.

Quick Find:

Use the Filters to pinpoint a specific topic or standard:

Reinforce / Develop / Introduce:

On the top right, choose which level of learning statements will help your student:

Repeated statements-If you see learning statements repeated, they will appear in gray font color. It means the same concept applies in both areas, but at increasing levels of complexity. For example, with reading you might use increasingly longer text passages and words to develop the same skill:

Standards View:

Use the following options to see applicable state standards.

Common questions:

Assignments for Strands and Skills

If your school uses MAP Skills™, you can easily set up assignments while you view the Student Profile MAP results:

As shown in this example, Geometry is a Suggested Area of Focus, so you can click the STRANDS TESTED link to see which strands apply to Geometry. You can then click ASSIGN LOCATOR, and the MAP Skills Assignment tab appears with all the applicable settings chosen automatically:

When finished, close the separate MAP Skills window.

Note: To track the assignment, open MAP Skills directly so you can see the status of the mission.

Growth Over Time

At the bottom of the page, you can see all historical, longitudinal data for a student:

To see further back:

Scroll up and change the Term menu, above the student name. If you choose Most Recent, the graph orients around the current calendar term.

Definitions for Growth Over Time:

See also: Percentile Colors

Goal-If you have set future growth goals in the Growth Goals section, they appear here. If not, no goals appear on the graph. For prior terms, it is a gauge of how well your student met the goals you set together. For future terms, it helps to show the direction you have set.

Projected Score-This projection is based on your student's actual RIT score in a prior term, plus the typical RIT growth of matching peers within the NWEA norms study. Matching peers have the same prior RIT score, as well as the same grade and weeks of instruction between testing (as specified in your MAP Growth preferences). Using matching peers provides a fair comparison, so it is reasonable for your student to meet the projection and even grow beyond it.

Average Achievement-Shows the average score (50th percentile) for all applicable students within the NWEA norms study. Students within the norms study have the same grade and weeks of instruction between testing (as specified in your MAP Growth preferences).

District Grade Level Mean -Shows the average score for students within your district who were in the same grade and who tested in the same term.

If it doesn't appear in a given term, the district testing window is not yet closed. Contact a team leader to close the testing window, and then wait for overnight processing.

Linking Study (Cut Scores) -If applicable, you can see your student's projected performance on state or college readiness assessments. Bars showing the cut scores are hidden by default, so use the check box on the right to display it.

Gray background-When there is no data, a gray background appears. Examples include: no completed test event, student not enrolled, or no norms study (12th grade and 11-12th grade Science).

Growth Goals

For an upcoming term, you can create a growth or performance target for each student. Later, return to see if the student met the goal.

1. From the main Student Profile page, click the expansion arrows:

2. Consider the Tips for Setting Growth Goals (below).

3. Set a goal by making an entry, and then clicking outside the box:

Use any of the goal numbers-the other numbers adjust to match your entry.

Note: The RIT Growth and Growth Percentile entries are not available if there is no recent test score to form the basis of growth.

4. As a best practice, type an Action Plan in the box provided so that you and your student can review it later.

Note: Currently, you cannot edit the Action Plan. However, you can overwrite the entire goal at any time.

5. Click Set Goals to save your change.

After a moment, the goal appears in a row at the top. If needed, you can delete it, or overwrite it by setting a new goal.

Tips for Setting Growth Goals

General assumption: Your school or district has correctly set the Weeks of Instruction between testing, under MAP preferences. It forms the basis for much of the percentiles and projections shown.

For background information on growth, see: .

1. Strike a balance:

Challenge your student-To advance academically, students should strive to go beyond the typical scores.

Be realistic-Consider past performance so the goal fits your student's capabilities.

2. How many RIT Growth points are reasonable?

By default, growth is set to the Projected Growth, if available. This growth projection is personalized to your student, because it is based on matching peers from NWEA norms (same prior RIT score, grade, and weeks of instruction between testing).

Using matching peers provides a fair comparison, because students with high starting achievement generally do not grow as much as students with low achievement.

Projected Growth is the mid-point for these peers (half grew more and half grew less).

This score is an initial suggestion-you might target above or below it, depending on other considerations.

In contrast, the Average Achievement (bottom left) shows you how all students typically perform within the same grade and same weeks of instruction between testing. It is simply the average score (50th percentile) for the target term.

3. Which of the percentile bands (rainbow colors) should your student target?

Percentiles compare your student to students in the NWEA norms study from the same grade and with the same weeks of instruction between testing.

For example, suppose your student is hovering just below the orange percentile band, and you want to encourage her to reach the next band. Try setting Achievement Percentile to the low 40's, which is the cut-off for that percentile.

Next, consider Growth Percentile, if available. It shows the level of growth your student would have to reach in order to reach the Achievement Percentile. Higher growth numbers mean a greater challenge.

How Growth Percentile is Calculated-This measurement ranks each student's growth among the levels of growth observed across all matching peers within the NWEA norms study ( same prior RIT score, grade, and weeks of instruction between testing).

The statistical calculation comes from the Conditional Growth Index. A value of zero (0) corresponds to the mean (typical) growth. Values above zero indicate growth above average, and values below zero indicate growth below average.

4. If available, consider the growth needed to reach an ideal cut score on state or college assessments. Bars showing the cut scores are hidden by default, so select one, or both, below the graph:

There are no projections available from summer test results.

Which state and college projections appear depends on the state alignment that your district selected during MAP implementation.

If your state does not have a specific NWEA linking study, generic projections developed by NWEA appear on the report.

Depending on the state, projections could be limited to certain subjects (typically reading and math) and certain grades (typically 2 through 8).
College readiness projections are limited to grades 5 through 9 (SAT) and 10 (SAT).

To make projections, the report follows these steps:

Uses NWEA norms to estimate growth to the term when the state or college assessment typically occurs.

Uses the NWEA linking study to correlate that projected RIT score to an estimated proficiency.

ACT College Readiness-The "On Track 24" projection is the highest benchmark. It is based on a more stringent ACT cut score of 24, instead of 22.

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As you get started, follow these tips. Browser recommendation-Avoid using Internet Explorer and Safari 8, because of slow performance. Chrome performs the best. If needed, try clicking refresh: . Prerequisite - Your school or district should have correctly set the Weeks of Instruction between testing, under MAP preferences.

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Presents key results so you can communicate with students and their families

Instructor, Administrator, or Assessment Coordinator (School or District)

Family report will display the current test window data, along with up to 4 additional historic data points

There are no projections available from summer test results.

Which state and college projections appear depends on the state alignment that your district selected during MAP implementation.

If your state does not have a specific NWEA linking study, default projections developed by NWEA appear on the report.

Depending on the state, projections could be limited to certain subjects (typically reading and math) and certain grades (typically 2 through 8).
College readiness projections are limited to grades 5 through 9 (SAT®) and 10 (ACT).

To make projections, the report follows these steps:

Uses NWEA norms to estimate growth to the term when the state or college assessment typically occurs.

Uses the NWEA linking study to correlate that projected RIT score to an estimated proficiency.

ACT College Readiness: The "On Track 24" projection is the highest benchmark. It is based on a more stringent ACT® cut score of 24, instead of 22.

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Sample and description of the Family Report, also available as a print option from the Student Profile

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MAP Growth Science overview - Next Generation Science Standards

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Macomb ISD Science Consultants Mtg 9.9.21

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All students deserve the opportunity to work toward meaningful and realistic academic goals. But goal setting can be challenging, and different students need different goals. How do you determine the right goal for a student? How do you know if a goal is too easy or too hard? Will the goal identified help the student advance to where they need to be academically?

What is this tool?

The MAP® Growth™ Goal Explorer simplifies the goal-setting process by helping students, families, and educators identify meaningful student goals that, if attained, would be significant accomplishments for the student. This tool will help you determine how realistic a goal is, with the understanding that the most useful goals are rigorous and challenging. That said, we also don't want to set students up to fail.

How should this tool be used?

The MAP Growth Goal Explorer should be used to support conversations between teachers, families, and students to establish goals that strike a balance between what is meaningful and what is realistic.

What to do next?

Setting a roadmap or action plan to achieve the chosen goal helps keep students on track. There is no set approach that is appropriate for all students, but the following steps provide a framework:

Collaborate with students to set growth goals that they are motivated to achieve.

Establish concrete activities that students understand and can pursue autonomously to achieve the goal. The Student Profile or Class Report provide information about specific areas to focus on as well as areas of greater mastery to celebrate and build upon.

Check in with students regularly to monitor motivation and progress towards execution of the goal.

Definitions

Additional NWEA Goal-Setting Resources

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The MAP Growth Goal Explorer All students deserve the opportunity to work toward meaningful and realistic academic goals. But goal setting can be challenging, and different students need different goals.

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Pam Jones, Sr. Account Manager
pam.jones@nwea.org

Lisa Armstrong, Sr. Account Executive
lisa.armstrong@nwea.org

Terry Ambrose, Senior Director
terry.ambrose@nwea.org

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NWEA: Advancing learning outcomes for all kids

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We empower educators and learners with evidence-based products and services that unlock opportunity.

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Description

Shows aggregated projected proficiency data so you can determine how a group of students is projected to perform on separate state and college readiness tests.

Applicable Tests

MAP Growth and MAP Growth K‑2.

1 year prior, for tests completed within your test window range (set under Manage Terms). Also, the Test Window Complete check box must be selected.

Video Overview

About Proficiency Projections

There are no projections available from summer test results.

Which state and college projections appear depends on the state alignment that your district selected during MAP implementation.

If your state does not have a specific NWEA linking study, generic projections developed by NWEA appear on the report.

Depending on the state, projections may be limited to certain subjects (typically reading and math) and certain grades (typically 2 through 8).
College readiness projections are limited to grades 5 through 9.

ACT College Readiness-The "On Track 24" projection is the highest benchmark. It is based on a more stringent ACT cut score of 24, instead of 22. For details, open the linking study.

Options for Generating a Projected Proficiency Summary Report

-Jump to report sample above-

Term: List of terms in the current and previous academic year for which testing has been declared complete and in which the district has at least one growth test event with proficiency projections.
Aggregation:

District by Grade shows totals for all grades within a district. Requires the District Assessment Coordinator role in the MAP system.

District by School shows totals for all schools within the district. Requires the District Assessment Coordinator role in the MAP system.

School by Grade shows totals for all grades within a school.

School: List of all schools in the district or the schools assigned to an Administrator.

Optional Grouping: Organizes and calculates results by gender, ethnicity, or program. This grouping is coupled with the aggregation chosen in the options above.

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Description Shows aggregated projected proficiency data so you can determine how a group of students is projected to perform on separate state and college readiness tests. Applicable Tests MAP Growth and MAP Growth K‑2. 1 year prior, for tests completed within your test window range (set under Manage Terms).

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Achievement and Status Growth Quadrant Report

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Achievement and Status Growth Quadrant Report

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Description

Shows three pictures of growth, all based on national norms: projections so you can set student growth goals, summary comparison of two terms so you can evaluate efforts, and an interactive quadrant chart so you can visualize growth comparisons.

Applicable Tests

MAP Growth and MAP Growth K‑2

Intended Audience

Instructional coach, teacher, counselor

Instructor, Administrator, or Assessment Coordinator (School or District)

2 years prior, for tests completed within your test window range (set under Manage Terms)

Video Overview

Projected Growth Sample

Achievement Status

Growth

Test score for the term, shown in bold (+/- standard error of measurement).

Percentile ranking of the achievement reached for the given term, shown in bold (+/- standard error). It is a comparison to similar students in NWEA's norms study, not a comparison to fellow classmates.

It also incorporates the weeks of instruction before testing, as set in the MAP preferences for your district or school.

Typical score expected for matching peers within the NWEA norms study-those in the same grade who have the same RIT score in the first term, and the same Weeks of Instruction before testing (as set in the MAP preferences for your district or school).

Number of RIT points the student is typically expected to grow.

SEM and SE = Standard Error of Measurement (an estimate of the precision; if retested soon after, the student's score would be within this range most of the time). If it is unusually high, a footnote (*) indicates you should qualify the results with data from other terms or other measurements.

Summary Growth Sample

Growth - Student

Observed
Growth

Observed
Growth SE

Growth Index

Met
Projected Growth

Difference between the RIT in the first term and the end term.

Provides an estimate of the Observed Growth precision by incorporating the standard error of measurement (SEM) from each term.

If it is unusually high, a footnote (†) indicates you should qualify the results with data from other terms or other sources.

Difference between the Observed Growth and Projected Growth.

A zero (0) indicates the student exactly met projection.

Inappropriate for comparing students (use Conditional Growth Index).

Indicates whether students met growth projections (Yes) or fell short (No).

A ‡ mark indicates the Observed Growth Standard Error (SE) could be large enough to put the outcome in question, and you should qualify these results with other points of data. Consider this example:

In this case, the Standard Error (6.4) is large enough to potentially drop Observed Growth (9) below what was projected (4):

Enables you to compare growth between any of your students. This measurement correlates your student's growth with the growth patterns of matching peers within the NWEA norms study (same grade, starting RIT score, and Weeks of Instruction before testing). In addition, this measurement involves a conditioning process that incorporates how difficult it was for each student to grow. As a result, you can see each student's growth in the same national context and compare them fairly, regardless of grade or subject.

A value of zero (0) corresponds to the mean (typical) growth, indicating that growth exactly matched projections. Values above zero indicate growth that exceeded projections, and values below zero indicate growth below projections.

Translates the Conditional Growth Index to U.S. national percentile rankings for growth. An index of 0 equates to 50th percentile.

Conditional Growth Explanation

Summary Section

Percent of Students who Met Growth Projection

Percentage of students with a Growth Index value greater than or equal to zero.

Percent of Projected Growth Met

Ratio of total Observed Growth to total Projected Growth. A performance of 100% is average, meaning the student growth equaled the projections.

This measure can provide a good indicator of group performance. However, be careful. The assumption is that students will grow at close to the same rate. One or two outliers can skew the percentage for the group. For example, a percentage of 150% could mean that one student's growth surpassed all others.

Count of Students with Growth Projections and Valid Beginning and Ending Term Scores

Total of students, including those who showed growth and those who did not.

Count of Students who Met or Exceeded their Projected Growth

Number of students with a Growth Index value greater than or equal to zero. The count includes students flagged as either Yes or Yes‡ in the Met Projected Growth column.

Median Conditional Growth Percentile

Percentile that falls in the middle of all the Conditional Growth Percentiles shown.

Summary with Quadrant Chart

To visualize and compare students' growth in a given class, use the online quadrant chart, which graphs students by:

Conditional Growth Percentile, on the vertical axis

Percentile rank for the end term, on the horizontal axis

Spreadsheet Output

In addition to PDF and online output, you can choose a spreadsheet output for the Achievement Status and Growth report. It provides all of the data in a single, comma-delimited file (CSV format).

In general, the spreadsheet columns match the PDF and online output, with a few differences:

ASGType: Type of Achievement Status and Growth (ASG) selection you made in the Growth Comparison option (either a Summary of actual growth or a Projection of future growth).

WIStartTerm and WIEndTerm: How many Weeks of Instruction (WI) are specified in the Modify Preferences > Manage Terms page for each term.

OptionalGroupingCategory and Group: If an Optional Group was selected in the report options, the category (such as Gender) and the group (Male/Female/X) appear.

Start and End terms: First and second terms in the growth comparison, such as fall and winter.

StartRITSEM / StartPercentileSE and EndRITSEM / EndPercentileSE: Indicates the Standard Error of Measurement (+ or -) in each term. If it is unusually high, footnotes (+ or *) appear to indicate you should qualify the results with data from other terms or other sources.

StartTestDuration and EndTestDuration: How many minutes the student tested in each term.

Summary data (columns AN to AR): The same values repeat for a given class and subject.

StartGrowthandAchievement and EndGrowthandAchievement: Where the student falls on the quadrant chart for each term, assuming the quadrants are set at 50th percentile:

ConditionalGrowthPercentileAxis and AchievementPercentileAxis: Refers to the Quadrant Chart axis. It always shows 50, even if you change the axis in the chart.

Options for Generating Achievement Status and Growth Report

-Jump to report sample above-

The following fields are required when ordering this report:

Term Tested: Term with the test events you want to see. For example, in the fall you might want to see results from the previous spring. Choices are limited to terms that are concurrent with or that precede the Term Rostered.

School, Instructor, Class: The choices you have depend on your MAP role. The Assessment Coordinator can choose from across the district. Other roles are limited to assigned schools and classes.

Growth Comparison Period: Indicates the beginning and ending term in which student growth is analyzed to summarize actual growth or project future growth.

Optional Grouping: Includes additional summary data for each class by gender or ethnicity in addition to the standard summary by subject. The default option is None.

Small Group Display: Overrides the report summary default and reports summary data for groups of fewer than ten students with growth test scores. Because summary data for small groups is not statistically reliable, it is typically not included in reports.

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Description Shows three pictures of growth, all based on national norms: projections so you can set student growth goals, summary comparison of two terms so you can evaluate efforts, and an interactive quadrant chart so you can visualize growth comparisons.

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As a teacher, Misty Hodge wondered: Who makes these assessments I give my students? Are these companies listening to the teachers who use them, or are they just throwing darts in the dark? So she came to NWEA to make sure that teachers like her had a seat at the table.

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Michigan district achieved alignment with trustworthy data

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Michigan district achieved alignment with trustworthy data

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Case Study

Description

To make big changes, schools sometimes need to go slow. Read how one Michigan school used data to evolve its culture, inform interventions, and address COVID-related learning loss.

View case study

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A Michigan elementary school taps the power of data to effect positive change - NWEA

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Case Study Description To make big changes, schools sometimes need to go slow. Read how one Michigan school used data to evolve its culture, inform interventions, and address COVID-related learning loss. View case study

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Researchers can detect when students aren’t trying on computerized tests

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The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our weekly newsletters to get stories like this delivered directly to your inbox.

When you're running out of time on a multiple-choice test, it makes sense to guess the rest of the answers rather than leave the questions blank. But it turns out that a surprisingly high number of students are guessing their way throughout a test, even when they're not pressed for time or trying to boost their scores.

Testing experts have a name for it: rapid guessing. One researcher at NWEA, an organization that produces standardized tests, says he has come up with a way to detect rapid guessing and has found that it is particularly prevalent on reading tests. Boys, in general, do it at twice the rate of girls. By eighth grade, nearly 16 percent of boys are guessing their way through at least 10 percent of a commonly used reading assessment in U.S. schools.

"If you're disengaged during a test, one of the the things you may do, particularly if it's a multiple choice test, is start entering answers rapidly, just to get this thing over with because you don't want to do it," said Steven Wise, a senior research fellow at NWEA.

The consequence is that many students are posting considerably lower scores than they otherwise would be if they were paying attention and putting in full effort, according to Wise's calculations. Students need to cooperate and try their best in order for testing companies to produce accurate scores, Wise explained.

"In a way, we're putting ourselves out on a limb. We're saying all of our scores aren't trustworthy," said Wise, who was previously a professor of assessment and measurement at James Madison University. "It's not just us. Disengagement is going on with all assessments."

For teachers and schools, rapid guessing makes it harder to know what students are really learning in school. And it calls into question all kinds of achievement gaps, including differences in test scores between boys and girls and between black and white students.
Related: Researchers can predict when a student's mind is wandering. What should we do about it?
Thanks to computerized testing, Wise believes he can detect whether a student is engaged based on the number of seconds it takes to answer a question. If a student answers a question in less than 10 percent of the time that it took an average student to answer a question, he classifies it as a "rapid guess." Depending on the complexity of the test question, that rapid-guess threshold can be less than two seconds or as long as 10 seconds. (Wise said this was a conservative threshold that would not accidentally lump exceptionally rapid thinkers in with the rapid guessers.)

Wise analyzed the test scores of almost nine million students in grades two through eight across the country who took NWEA's Measures of Academic Progress (MAP) test. In a June 2019 report, Wise wrote that rapid guessing was higher for test questions that contain more reading or that are perceived as more taxing. For male test takers, rapid guessing increases with each grade level. (See the accompanying bar charts for guessing rates by gender and subject.)

Black students tend to make rapid guesses 50 percent more often than white students do, Wise said in an interview. That phenomenon has led Wise's colleague, James Soland, to question how much of the black-white achievement gap is actually a gap in how much effort students of different races are putting into the test. In a 2018 analysis, Soland said that it was hard to quantify exactly how much of the achievement gap between black and white students is an effort gap and he encouraged more research into why effort on a test differs by race.

One might wonder if kids are guessing when they really don't know the answer to a problem. But Wise's research points to student motivation as the cause. That's because he looked closely at 30,000 students who happened to take the same standardized test two days in a row. For whatever reason, the student wasn't in the mood on the first day and rapidly guessed through a large portion of the test. On the retest, students typically took more time with each question and posted a "markedly higher" score. It's unlikely that a student would suddenly know a lot more the next day and that's a sign that the first day's guessing was more psychological than academic.

Why boys are more prone to rapid guessing than girls is a matter of conjecture. The field of psychology has developed several theories. Some observe that girls tend to be more "conscientious" and "agreeable" than boys, and these psychological traits are (negatively) correlated with rapid guessing rates. Another theory focuses on work avoidance, which boys are more prone to admit to on psychological surveys. "Boys may look at a test item and say, 'I don't feel like doing that,' " said Wise.

Identifying rapid guessing has become a new business line for NWEA. The organization recently began selling a service that can alert a teacher on his computer monitor in real time if a student starts to engage in rapid guessing. There isn't a formula for getting a student to focus again, but Wise said that teachers have been effective in curbing rapid guessing during a test. "We left it to the proctor to use their discretion for the best way to help re-engage Johnny because they know Johnny, and what works and doesn't work with with him," said Wise.

Wise has more concrete advice for teachers and school leaders before a test starts. He suggests that teachers be more aware of testing conditions, especially noisy distractions, and avoid scheduling tests just prior to lunch.

Beyond logistics, the techniques of social-emotional learning might be helpful in boosting motivation. Wise believes it's helpful to ask students to set "growth goals" at the beginning of the year so that they take an interest in seeing their test scores improve over time.

"I'm not naive to think this always works," said Wise. "But giving them ownership of the process is one way of trying to get students engaged."

This story about computerized testing was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
Join us today.

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Researchers can detect when students aren't trying on computerized tests

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The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our weekly newsletters to get stories like this delivered directly to your inbox. When you're running out of time on a multiple-choice test, it makes sense to guess the rest of the answers rather than leave the questions blank.

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College Explorer from NWEA® helps students, parents, and teachers develop pathways to higher education.

This powerful tool links MAP® Growth™ scores with national benchmarks for colleges, universities, and even specific majors. Together with goal setting and parent conferences, College Explorer can help students develop a plan, consider new possibilities, and put post-secondary dreams within reach.

The College Explorer map displays colleges whose median ACT® scores correspond to the range of MAP scores entered, based on the NWEA College Readiness Benchmarks report. The tool also links to the U.S. Department of Education's College Scorecard database, providing information about college costs and more.

I'm tremendously grateful to NWEA for developing tools that bring hope and promise to students and communities who have been marginalized for so long. It is so inspiring to hear students dream bigger for themselves for the first time after using the College Explorer tool.

Victorene King, Principal, Neal Math and Science Academy

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Mapping the Road to College College Explorer from NWEA® helps students, parents, and teachers develop pathways to higher education. This powerful tool links MAP® Growth™ scores with national benchmarks for

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Algebra I Course Specific Alignment Overview

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Algebra I Course Specific Alignment Overview

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Geometry Course Specific Alignment Overview

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Geometry Course Specific Alignment Overview

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Algebra II Course Specific Alignment Overview

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Algebra II Course Specific Alignment Overview

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Can Growth Be Calculated from Math 6+ to Course-Specific Math?

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Can Growth Be Calculated from Math 6+ to Course-Specific Math?

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Powering up math differentiation

The power to meet the learning needs of every student. The tool to save your teachers time-while respecting their expertise. MAP® Accelerator™, developed by NWEA® and Khan Academy™, helps schools and districts simplify differentiation for teachers and unlock learning for students.

As innovative, not-for-profit organizations, NWEA and Khan Academy are on a mission to help students, teachers, and districts succeed.

Accelerate student outcomes

Students who use MAP Accelerator 30 minutes each week achieve greater-than-projected gains in math-with increased scores across all grade levels and gender, race/ethnicity, and poverty levels.

Accelerate student outcomes

Personalized learning pathways in MAP Accelerator use high-quality, Common Core standards-aligned Khan Academy content that includes components of social-emotional learning.

Accelerate test outcomes

Students can drive their own learning with an easy-to-use interface, personalized goals, and celebrations of progress.

Empower educators

We developed MAP Accelerator to help educators better meet diverse learning needs.

Useful insights

MAP Accelerator provides detailed analytics and straightforward reports to monitor student progress.

Teachers know best

Educators can adjust individual goals and learning pathways as students master new skills and concepts.

Built to adapt

Flexible enough to implement throughout the classroom-whether in self-paced work, rotations, or independent practice.

District-level implementation made easy

Automated rostering with Clever, dedicated technical support, and flexible professional learning models make getting started with MAP Accelerator simple and intuitive.

District and school administrators can track usage and monitor the effectiveness of MAP Accelerator with easy-to-use reporting dashboards, helpful when celebrating wins or replicating best practices.

NWEA assessments are used by
more than 11 million students
around the globe.

Khan Academy has 18.1 million active learners each month.

...it is simple and timesaving, which is super important since teachers already have so much on their plates.

Sal Khan, Founder and CEO of Khan Academy

Teacher-informed and teacher-driven, MAP Accelerator enables students to focus on their own needs and empowers teachers to support them every step of the way with actionable data.

Chris Minnich, CEO of NWEA

Ready to learn more?

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The future of personalized learning - MAP Accelerator powered by Khan Academy

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A personalized learning tool for grades 3-8, MAP Accelerator reduces the manual work of differentiating math instruction

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PL Overview - MAP Accelerator Fall 2020 Bundle

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MI MRF by grade level webinars & resources

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MI MRF by grade level webinars & resources

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Click here for an overview, including video.

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Click here for an overview of the reports teachers can access.

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Pre-recorded webinars

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About the SAT College Readiness Benchmarks link... | NWEA Connection

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Introduction The College Readiness Benchmarks Study predicts performance on the SAT® achievement tests in reading and mathematics using scores on MAP

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Cindy Jiban, Author at Teach. Learn. Grow.

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Cindy Jiban has taught in elementary and middle schools, both as a classroom teacher and as a special educator. She earned her Ph.D. in Educational Psychology at the University of Minnesota, focusing on intervention and assessment for students acquiring foundational academic skills.

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MAP Comparative Data to Inform Instructional Decisions

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MAP Comparative Data to Inform Instructional Decisions

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These articles have been grouped roughly by category. Some of them, of course, address more than one of the categories, and these articles have been placed in more than one section. Others are simply placed in the category that is consistent with their primary focus, although they may have content related to other areas as well.

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Click here for an overview of testing tips.