Student Growth Norms

Growth norms developed for the 2020 MAP Growth norms Study reflect the common observation that the rate of academic growth is related to the student’s starting achievement status on the measurement scale. In the elementary grades, for example, students starting out at a lower achievement level tend to demonstrate greater raw growth compared to students in the upper grades. The growth norm tables below show mean growth when the mean grade level achievement status score (i.e., 50th percentile score) is used as the starting score. In each case, the starting score is treated as a factor when predicting growth. If a particular student’s starting score was below the grade level mean, the growth mean is generally higher. Similarly, students with starting scores above the grade level mean would generally show less raw growth on average. These adjustments for starting achievement, coupled with the inclusion of instructional days in computing the norms, results in a highly flexible and clearly contextualized reference for understanding changes in RIT scores between test events.

MAP Fluency

In grades K-2, all students take the MAP Flunecy testing in addition to the MAP Growth test to screen and monitor their foundational language skills. In grades 3-6, only students who score well below the grade-level norm will take the MAP Flunecy test for ongoing foundational skills and oral reading fluency monitoring. 

This data will result in suggested teaching and learning strategies that can be used both in the classroom and at home to support struggling readers. 

For more information you can visit the following website: MAP Reading Fluency

What is reading fluency? Click here for more information.