NWEA 2008 Normative Data

Norris School District

"Be the change you want to see in the world."

~Mahatma Gandhi

NWEA has 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. (Additional 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.)

Measures of Academic Progress™ (MAP) Status Norms

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 Primary Grades Status Norms

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.