This report documents the procedure used to produce the achievement and growth user norms for a series of the course-specific MAP® Growth™ subject tests, including Algebra 1, Geometry, Algebra 2, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science. Among these tests, Integrated Math I, Integrated Math II, Integrated Math III, and Biology/Life Science were the first time to have their norms available. The remaining tests, i.e., Algebra 1, Geometry, and Algebra 2, had their norms updated including receiving more between-term growth norms by using more recent test events. Procedure for norm sample selection and a model-based approach using the multivariate true score model (Thum & He, 2019) that factors out known imprecision of scores to generate the norms are also provided in detail, along with the snapshots of the achievement and growth norms for each test.

使用纵向数据的新研究提供了证据，表明聋哑人听力（DHH）的学生继续在2至8年级的整个年级中建立数学和阅读技能，这挑战了DHH学生在小学成绩中的Plataeu的技能。

本报告记录了用于制定英语地图阅读流利基础技能的成就和增长用户规范的规范研究程序。

The MAP Growth theory of action describes key features of MAP Growth and its position in a comprehensive assessment system.

This study compares estimation of symptom networks with Bayesian GLASSO- and Horseshoe priors to estimation using the frequentist GLASSO using extensive simulations.

School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions. In this report, RAND researchers investigate one specific issue that may contaminate utilization of COVID-19–era school-aggregate scores and result in faulty comparisons with historical and other proximal aggregate scores: changes in school composition over time. To investigate this issue, they examine data from NWEA’s MAP Growth assessments, interim assessments used by states and districts during the 2020–2021 school year.

Covid-19在多大程度上影响了学生的成就和阅读和数学的成长，哪些学生受到最大影响？使用来自3 - 8年级的600万学生进行阅读和数学的地图增长评估的数据，该简短研究了整个大流行的收益如何（2019年秋季至2021年秋raybet 好用吗季）和2021年秋季的学生成就与大流行趋势相比。这项研究为努力支持恢复的领导者提供了见识。