2008 Normative Data

NWEA hA s thE uNiquE Ability

to measure a student’s achievement and academic

growth, independent of grade, across time. From the insight provided within MAP™ and its

reports, educators can compare class or grade-level performance to students from a wide

variety of schools across the country. Status norms provide a starting point for educators to

review data. They get an understanding of where each child is, and needs to go. Having the

right data is a key component in making learning more individual to each child. (Addi-

tional information on how norms were determined as well as information on growth norms

can be found in the 2008 NWEA RIT Scale Norms Study and RIT Scale Norms for Early

Primary Grades documents available for download from NWEA’s website.)

MEAsur

Es of AcA

d EMic

ProgrE

ss™ (MAP) s

t Atus NorM

The results of the 2008 NWEA RIT Scale

Norms Study include data from over 2.8

million students from 6,905 schools in

1,123 districts located in 42 states. An

essential component of status norms for

students who took the standard MAP in

grades 2-11 was instructional time. Using

each district’s unique calendar as an

anchor, the number of instructional days

was estimated for timeframes consisting

of beginning-of-year tests, middle-of-year

tests, and end-of-year tests. Status norms

were determined from a stratified sample

of students representing the national

school age population, more specifically,

ethnicity and socio-economic status at

each grade level.

MAP for Pri

MAry g r Ad Es

s t Atus NorM

The results of the interim norming study

are included in the 2008 NWEA RIT Scale

Norms Study. It examined students in

kindergarten and grade 1. The sample,

from which the Reading and Mathematics

charts were produced, includes 54,000 MAP

results from primary grades students who

tested in the fall of 2006 through spring

2007. The sample of students for Reading

and Mathematics, grades K-1, was too small

to support a stratified sample.

MAP for sciENcE s

t Atus NorM

The 2008 NWEA RIT Scale Norms Study

also includes the results of students in

grades 2-10 who were administered MAP

for Science. Due to fewer districts testing in

General Science and Science Concepts and

Processes the stratified sample approach

was not used.

o thEr iNtErPrE

t AtioNs

Teachers can use MAP test results to

determine a student’s instructional level by

referencing their RIT score in DesCartes

or Primary Grades Instructional Data.

This will provide indicators of skills and

concepts a student understands, skills he

or she is developing, and skills that may be

academically challenging.

5885 SW MeaDoWS RoaD, Suite 200

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t o lEArN M

orE About

dE scArtE

ANd PriMAry grAdE

s iNstructioNAl

dA t A, c All NWEA A t 503-624-1951.

2008 rEAdiNg s

t Atus NorM

s (rit v

AluE s)

2008 MA thEMA tics s

t Atus NorM

s (rit v

AluE s)

Beginning-of-Year Middle-of-Year

End-of-Year

Beginning-of-Year Middle-of-Year

End-of-Year

Grade

Median Mean

Grade

Median Mean

146

147.6

151

152.4

155

156.3

148

149.5

152

153.1

158

158.1

160

160.2

167

166.5

173

171.9

164

163.4

171

169.9

178

176.7

179

179.7

186

186.0

190

189.6

179

179.5

186

186.5

191

190.8

192

191.6

197

196.3

200

199.0

192

192.1

199

198.0

203

202.4

201

200.1

205

203.7

207

205.8

203

203.0

208

207.6

211

211.4

208

206.7

211

209.6

212

211.1

212

211.7

216

216.0

220

219.2

213

211.6

215

213.8

216

214.8

219

218.3

222

221.4

225

223.8

217

215.4

219

217.3

219

217.9

225

224.1

228

226.4

230

228.3

220

219.0

222

220.6

223

221.2

230

229.3

232

230.9

234

232.7

222

220.9

223

221.9

224

222.6

233

231.6

234

232.5

236

234.0

226

223.9

227

224.9

228

225.4

237

235.2

238

235.9

239

237.1

227

225.2

228

225.6

228

225.6

239

237.1

240

238.5

241

239.8

2008 gENErAl sciENcE s

t Atus NorM

s (rit v

AluE s)

2008 sciENcE coNcEPts s

t Atus NorM

s (rit v

AluE s)

Beginning-of-Year Middle-of-Year

End-of-Year

Beginning-of-Year Middle-of-Year

End-of-Year

Grade

Median Mean

Grade

Median Mean

184

184.7

187

187.2

189

189.7

180

181.2

184

184.2

187

187.2

191

191.0

194

193.6

196

196.3

189

189.2

192

191.9

195

194.6

196

196.6

199

198.8

201

200.9

195

195.2

198

197.4

200

199.6

201

201.1

203

203.0

205

204.9

200

200.0

202

201.9

204

203.7

205

204.4

207

205.7

208

207.0

204

203.7

205

204.7

206

205.7

208

207.7

209

208.7

210

209.6

207

206.9

208

207.8

209

208.6

211

210.5

212

211.5

213

212.6

210

209.6

211

210.4

212

211.2

213

212.4

214

212.8

214

213.3

212

211.4

213

211.7

213

212.1

216

214.9

217

215.9

218

216.8

214

213.3

215

214.0

216

214.8

2008 lANgu

AgE us

AgE s t Atus NorM

s (rit v

AluE s)

Beginning-of-Year Middle-of-Year

End-of-Year

Grade

Median Mean

180

181.2

188

188.3

192

191.5

193

192.6

199

198.0

202

200.5

202

201.0

206

204.9

208

207.0

208

207.2

211

210.2

213

211.8

213

211.7

215

214.0

217

215.1

217

215.1

218

217.3

219

217.7

220

218.4

221

219.8

222

220.4

221

219.4

221

220.0

222

220.8

223

221.6

224

222.2

225

222.9

225

223.6

226

225.1

226

224.6

*Values based on between 1000 and 2000 cases are shaded. Exercise caution when using these values.

In the samples, each district’s base school calendar was used to

determine instructional days. Using the instructional days data,

time frames for beginning of year tests, middle of year tests, and

end of year tests were established. The centers of these time

frames were roughly 20 days, 89 days, and 153 days from the

beginning of the academic year of the student’s school for the

fall, winter and spring terms, respectively.