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NWEA Support
Growth and Norms
As you use MAP Growth data, refer to these common questions.
Also use the following Norms Resources to help your educational decisions.
Overview of MAP Growth Data
By using MAP tests, your schools can gain insight into the growth of all students, both low and high achievers. What makes it possible is the NWEA MAP norms study, which is representative of schools across the nation. NWEA norms enable you to compare student achievement in a single term (a "status norm"), as well as across terms (a "growth norm"):
Use growth norms to:
 project the amount of growth that is typical for similar students
 set appropriate growth targets, based on the projection
 evaluate the observed growth in a subsequent term
Growth projections are not the same as projected proficiency, which appears on two reports:
 Class Breakdown by Projected Proficiency
 Projected Proficiency Summary
Projected proficiency comes from a separate NWEA study that links MAP results to your state's summative assessment or to college readiness tests.
 Student level (individual):
 Student level (classroom):
 School and district level (grade):
StudentLevel Growth
Here are some key considerations :

Typical growth projections are just a starting place to help you set your students' growth goals, which could be higher or lower.
Always balance projections with other information and observations to make targets appropriate for your students.
 In terms of accuracy, the NWEA norms study includes several factors that help to make projections as accurate as possible, including:
 how many weeks of instruction students received on average before testing (as set in the MAP preferences for your district or school)
 how high students scored in the first term (because students starting with a high score generally do not raise their score as much as students starting with a low score)

It is common for students to have the same growth projections, despite having different MAP scores.
Keep in mind that projections are an estimate intended to show the growth that similar students have shown on average, according to the NWEA norms study.

High school students, especially those with high achievement, may have only a small growth projection.
In this case, focus on the average growth across the larger group, rather than individual student growth.
Evaluate your students' observed growth in a full context:

Focus on Conditional Growth
As shown on the Achievement Status and Growth Report, the Conditional Growth data enable you to compare growth with peers within the NWEA norms study:
See the next question for details.

Visualize growth using the interactive Summary with Quadrant Chart:

Consider the Observed Growth Standard Error (SE)
As shown on the above report sample, the standard error column shows the level of precision behind the Observed Growth.
Standard error reveals a fact behind all testing; that it can only be an estimate. If the student retested soon after, then the Observed Growth could be higher or lower by the amount of the standard error. See also Met Projected Growth Footnote to learn how standard error can affect the Yes/No designation.

Consider multiple growth terms
For example, if the falltowinter growth was less than projected, then also consider the student's growth from prior terms and in subsequent terms. In particular, use the Student Progress Report to see historical trends.
What is conditional growth?
On the Achievement Status and Growth Report, use the Conditional Growth results to make growth comparisons:
The Conditional Growth Percentile shows how well each student grew relative to matching peers within the NWEA norms study. Watch the following explanation:
The Student Progress Report shows growth progression from all of the student's past MAP testing:
On most other reports, you can also check the results from any of the past three test terms. In the report options, change the Term Tested, but leave the Term Rostered to the current term:
Low growth is a signal to find out more information. There are various questions to consider:
 How much effort did the student put into the recent MAP test?
 Check the Test Duration, shown on the Class Report. Does it differ from most students?
 Check how many other tests the student took on the same day. Was the student fatigued?
 When did testing occur? Was the student anxious to finish?
 Is the student already at a high level of achievement?
 The higher the achievement, the lower the expectation of growth.
 Are the student's needs getting met?
 Talk with the student and parents. Is there a pattern of behavior that gives cause for concern?

How high is the Observed Growth Standard Error? (Shown on the Achievement Status and Growth Report.)
For example, if the growth is 3, but the standard error is 4, then it's possible that growth is not negative.
School and District Growth
Here are some key considerations :
 In terms of accuracy, the NWEA norms study includes several factors that help to make projections as accurate as possible, including:
 how many weeks of instruction students received on average before testing (as set in the MAP preferences for your district or school)
 how high students scored in the first term (because students starting with a high score generally do not raise their score as much as students starting with a low score)

High school students, especially those with high achievement, may have only a small growth projection.
In this case, focus on the average growth across the larger group, rather than individual student growth.
Evaluate your students' observed growth in a full context:

Focus on School Conditional Growth
As shown on the Student Growth Summary Report, the School Conditional Growth data enable you to compare growth with samescore peers from the NWEA norms study:
See the next question for details.

Consider the Observed Growth Standard Error
As shown on the above report sample, the standard error column shows the level of precision behind the Observed Growth.
Standard error reveals a fact behind all testing; that it can only be an estimate. If the students retested soon after, then the score could be higher or lower by the amount of the standard error.

Consider multiple growth terms
For example, if the falltowinter growth was less than projected, then also consider growth from prior terms and in subsequent terms. In particular, use the District Summary Report to see historical trends.
What is conditional growth?
On the Student Growth Summary Report, use the School Conditional Growth results to make growth comparisons:
The School Conditional Growth Percentile shows how well each student grew relative to matching peers in the NWEA norms study. Watch the following explanation:
The District Summary Report shows growth progression for each grade from all of the past MAP testing:
Also, on other reports, you can check the results from any of the past three test terms.
Low growth is a signal to find out more information. There are various questions to consider:
 How much effort did the students put into the recent MAP test?
 Check the Test Duration, shown on the Grade Report. Does it differ from other grades?
 Check how many other tests the students took on the same day. Were they fatigued?
 When did testing occur? Were the students anxious to finish?

How high is the Observed Growth Standard Error? (Shown on the Student Growth Summary Report.)
For example, if the growth is 1, but the standard error is 2, then it's possible that growth is not negative.